Jane Johnston explores the creative possibilities in a cross-curricular approach to science with young children
Social Pedagogy: the UK context
Looked after children can have ten social workers at a time and are often shipped to a new children’s home every year. But a new model being piloted - ‘Social Pedagogy’ – is claimed to give children stability and security. Martin Thomas reports.
Every Child/Youth Matters: is it working?
Research suggests that indicators of need used by agencies are not directing resources to the right children, says Christine Hough.
Designated Teacher: a critical but daunting role
Every school should have a ‘Designated Teacher’ to advocate for Looked After students. It’s an enormous, daunting responsibility – but not if you’re brave enough to ask for help. Chris Stanway shares battle stories from her years as a Designated Teacher.
The young depressed – how teachers can help
Numerous studies have shown how much teachers can do to help depressed young people. But, in reality, most teachers don’t have enough time, enough support from parents or enough health service support. Dr Cathy Street shares her research into teacher’s views on mental health.
Social pedagogy: the practice
Social pedagogy is storming Europe as the leading social care philosophy of our time. But the UK is a long way behind. Sylvia Holthoff and Gabriel Eichsteller introduce the practice and its unique results.
Empowering the bullied child: three case studies
Many teachers feel helpless to stop the bullying they see in their classrooms. But with surveys, workshops and pupil engagement, schools can change, says Richard Sangster.
The limits of inclusion – Voices
With the growing government emphasis on inclusion, the role of special schools has become marginalised in education policy. Yet for many children, inclusion in the mainstream is a route to failure. a Head teacher of a special school, who has asked to remain anonymous, discussed three children who failed to make it in the mainstream with Howard Sharron.