Leadership

Children’s Wellbeing: Pupil Attitudes to Self and School Report 2018

Almost one in five children aged 7-14 exhibit tendencies that could lead to wellbeing or mental health issues later in life with one in twenty at severe risk, according to this UK-wide study by GL Assessment of more than 850,000 pupils. Boys are just as likely as girls to have negative feelings about themselves. Leadership Briefing (141)

The study found that 19% of all pupils exhibit low self-regard and doubt their capabilities as learners – traits that experts say are good indicators that a child’s wellbeing is at risk. That percentage equates to approximately 100,000 children in every school year group.

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Leadership Briefing (141)"
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      string(4338) "Nearly a fifth (19 per cent) of youngsters show signs of low self-worth and doubt their learning abilities – which a new report argues are strong indicators that a child’s wellbeing is at risk. Boys are just as likely to be vulnerable as girls, the report from GL Assessment, a provider of assessments for schools, found. The study, of more than 850,000 seven to 14-year-olds in the UK, asked children questions related to how they felt about themselves and school. More than one in 20 children (6 per cent) exhibit extremely poor attitudes to their learning and have very low self-regard, making them especially vulnerable, the study found. Main Findings: Overall, the study found that although most children appear to have a positive attitude to their learning and school, significant numbers are struggling. Almost a fifth (19%) of 7 to 14-year-olds in the study had low or moderately low attitudes to Perceived Learning Capability and Self-regard. Almost as many (18%) were in the bottom two categories when it came to Feelings about School. Students were a little more positive about the other two factors that could be most indicative of wellbeing – General Work Ethic and Attitudes to Attendance – only 15% in each were in the lowest two categories. More than one in twenty children (6%) exhibited extremely poor attitudes to their learning, and negative feelings about school and very low self-regard, which makes them especially vulnerable. The study also found that negative attitudes in almost all factors tended to increase the older children were. There is little gender variation in most factors – boys are just as ‘at risk’ and as vulnerable as girls. The main exception is in Preparedness for Learning (20% of boys scored poorly compared to 13% of girls). There is also little variation between schools with high and low numbers of free school meal (FSM) pupils, with two main exceptions. Just under a quarter of students (24%) in schools with high numbers of FSM registered low satisfaction in Response to Curriculum Demands compared to 17% of students in schools with fewer FSM pupils, which could indicate issues with prior attainment. Conversely, students in schools with a high proportion of FSM pupils were more positive about their teachers than those with low FSM numbers (72% compared to 67%), which could suggest that many disadvantaged children see school as a stabilising factor in their lives. Overall, students were most positive about their Confidence in Learning (78% were highly satisfied), General Work Ethic (76%) and Preparedness for Learning (75%). Relatively few expressed high satisfaction in Response to Curriculum Demands (69%) and Attitudes to Teachers (71%). The biggest attitudinal differences were in Feelings about School, where students in England were more negative than those in Northern Ireland (20% of the former in the lowest categories compared to 14% of the latter), Attitudes to Teachers (18% of English students registered low satisfaction compared to 13% of their Scottish peers) and Response to Curriculum Demands (20% in the lowest two categories in England compared to 16% in Northern Ireland, Scotland and Wales). There are some differences in attitudes between independent and state school pupils. They tend to be widest in Response to Curriculum Demands (85% of the former compared to 69% of the latter are highly satisfied) and Attitudes to Attendance (85% compared to 74% respectively). Conversely, there is little difference between the two sectors when it comes to Attitudes to Teachers (72% of independent students are highly satisfied compared to 71% of state students) and Preparedness for Learning (74% of the former compared to 75% of the latter). WEB LINK Pupil Attitudes To Self And School Report 2018Keywords Pupil attitudes, mental health, low self-worth, learning abilities, wellbeing, self, school, learning "
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Leadership

Pupil Attitudes To Self And School Report 2018

10 May 2018

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      string(341) "positive impact on good results:‘That’s reflected in their behaviour, the work they produce, their results, also cross referenced to how they’re performing elsewhere in the school.  We don’t have many problems down here in terms of attitude and behaviour, talking to the pupils. They enjoy English ..."
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      string(5698) "positive impact on good results:‘That’s reflected in their behaviour, the work they produce, their results, also cross referenced to how they’re performing elsewhere in the school.  We don’t have many problems down here in terms of attitude and behaviour, talking to the pupils. They enjoy English’. Quality teachers and culture for resilienceThe relational model of resilience places relationships at the heart of teachers’ professional worlds. Fostering relational resilience in teachers matters because it is closely associated with the growth of their intellectual, social and emotional wellbeing over time, and also, with the learning and achievement of their students. Our definition of ‘quality’ in teachers should be understood in the broadest possible sense. It goes beyond the technocratic concerns for performativity and test results. In essence, the continuing aspiration for quality is driven by teachers’ sense of vocation and care about and for their pupils. It is about the extra mile that the best teachers willingly travel to motivate each one of their pupils to learn and to bring about the best possible achievement in them. It is related to their passion, commitment and continuing enthusiasm for their own learning and development which is, importantly, supported by their school, and which results in an abiding sense of efficacy, hope and belief that they can and do continue to make a difference in the classroom. It is related to an individual and collective sense of moral purpose and sustained engagement with their fellow colleagues in collaborative learning and development. Finally, the improvement in the quality of teachers and teaching must be understood within the social, cultural and organisational environments of the school – which are designed, nurtured and shaped by the educational architect who lives in the principal’s office. Taken together, I would like to conclude the article with two observations. First and foremost, the widely used definition of resilience as the capacity to ‘bounce back’ in adverse circumstances does not adequately or accurately describe the nature of resilience in teachers. This is because, at least in part, it fails to acknowledge that the ways in which teachers build their resilience are inherently embedded in their everyday professional lives. It is a complex, continuous and fluctuating process. It is influenced by a combination of workplace and personal factors and also the cognitive and emotional capacities of teachers to manage these. Resilience in teachers is about their capacity to manage the everyday challenges of the realities of teaching. It is driven by teachers’ educational purposes and moral values and is thus closely associated with their vocational commitment to serve the learning and achievement of the children. Second, resilience is not a quality that is reserved for the select few ‘heroic’ teachers.  Nor is building and sustaining the capacity for resilience is the sole responsibility of the individual teacher (Day and Gu, 2014). Rather, building resilience in teachers is a relational, multifaceted and dynamic process. It is nurtured by the social and intellectual environments in which teachers work and live, rather than determined by nature. A central task for all concerned with enhancing quality and standards in schools is, therefore, not only to have a better understanding of what influences teachers’ resilience over the course of a career, but also the means by which the resilience necessary for these to be sustained may be nurtured in the contexts in which they work and live. Promoting and cultivating a healthy social culture in schools is essential to how they feel about themselves as professionals in their schools and in teaching, the extent to which they are able to fulfilment their professional responsibilities, and through these, retain their commitment, resilience and capacity to teach to their best over time. Professor Qing Gu, The University of Nottingham.ReferencesBeltman, S., Mansfield, C. and Price, A. (2011) Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6: 185-207. ■ Bryk, A. S. and Schneider, B. L. (2002) Trust in Schools: A Core Resource for Improvement. ■ Bryk, A., Sebring, P., Allensworth, E., Luppescu, S. And Easton, J. (2010) Organizing Schools for Improvement: Lessons from Chicago. Chicago: The University of Chicago press. ■ Day, C. and Gu, Q. (2010) The New Lives of Teachers. Abingdon, Oxon: Routledge. ■ Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q. and Brown, E., with Ahtaridou, E. (2011) School Leadership and Student Outcomes: Building and Sustaining Success. Maidenhead: Open University Press. ■ Edwards, A. (2007) Relational agency in professional practice: A CHAT analysis. Actio: An International Journal of Human Activity Theory, 1: 1-17. ■ Engh, A. E., Beehner, J. C., Bergman, T. J., Whitten, P. L., Hoffmeier, R. R., Seyfarth, R. M., et al. (2006). Behavioural and hormonal responses to predation in female chacma baboons (Papio hamadryas ursinus). Proceedings of the Royal Society of London, Series B, 273, 707–712. ■ Field, J. (2008) Social Capital (2nd edn). London and New York: Routledge. ■ Fredrickson, B. L. (2001) The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American Psychologist, 56 (3): 218-226. ■ Fredrickson, B. L. (2004) The broaden-and-build theory of positive emotions. The Royal Society,"
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Professional Development

Relationships Matter: fostering and sustaining resilient teachers

20 Jun 2017

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      string(5395) "This report by GL Education provides the findings so far of the impact of the pandemic on students’ reading ability. The report is based on analysis of results from the New Group Reading Test (NGRT) and the Pupil Attitudes to Self and School (PASS) measure, which looks at student attitudes upon their return to school.The report says that fears that children’s reading abilities have declined significantly during lockdown have been overstated. According to the analysis of data from almost 160,000 students, the decrease isn’t large – the equivalent of two months’ learning loss in reading.It was reported that the government was considering emergency action after unpublished figures had found that 200,000 children were leaving primary school without being able to read properly.Researchers, while not disputing those numbers, say they should be put in context. Some children’s reading abilities have declined but overall they have held up remarkably well and it is inaccurate to suggest, as some media headlines did, that ‘200,000 primary school children are illiterate’.The report found that from almost 160,000 students, while reading scores at primary school in England have declined the decrease isn’t large – the equivalent of two months’ learning loss in reading. And the decline of students’ reading abilities at secondary school is much less – falling by less than a month’s learning loss in terms of reading.However, GL Assessment cautions that those relatively stable overall numbers nationally may mask significant variations at the individual school, or individual student level. For instance, while average and above average readers appear to have met or even exceeded their expected scores in reading, children with lower scores often struggled.In ither words, while the numbers of children at transition who struggle with reading haven’t increased significantly, those that do struggle may have more severe problems.But putting in place interventions for weaker readers remained challenging. Schools often found it difficult or impossible to provide the in-person, one-to-one support struggling readers may have needed.On the other hand, above average ability readers appear to have thrived during lockdown.Main Findings:From the data available so far, there are reasons to believe that in international schools the reading ability of students has held up remarkably well – not only in comparison to previous years but also in comparison to schools in the UK.In a typical year, without the impact of Covid-19, we would expect little variation from a mean score of 100 within a population. Any movement greater than 3 SAS points is deemed significant when considering such large datasets. The report found students’ scores in international schools remained stable.Children’s reading ability does not appear to have been significantly affected by the disruption caused by the pandemic, regardless of type of school. Primary school children seem to have been affected a little more than secondary school students, but not significant.In 2018-19, 50% of international schools registered a drop in students’ SAS scores and 50% a rise. Last year during the pandemic the proportion that saw a drop in their overall scores increased slightly to 52.8% while the number who witnessed a rise correspondingly fell to 47.2% – overall, a minor change in students’ reading abilities given the scale of the disruption to their learning.Conclusion:Despite the many disruptions and challenges schools have had to face this past academic year, teachers and students appear to have coped remarkably well, especially when it comes to supporting reading.Preliminary data from NGRT assessments carried out in international and UK schools and first-hand accounts from teachers paint a near universal picture – reading ability overall has not declined significantly. Primary school children have been affected a little more than secondary-age students, but not by much. Most children have made expected progress in reading – or indeed exceeded it, especially those in higher-ability groups.However, this relatively positive overall picture should not lead us to conclude that the pandemic has had no impact on children’s reading. Some students have undoubtedly suffered and their reading ability has been impaired. Nor is it always obvious who has been worst affected or how – if decoding is resilient, is the same true of comprehension, for instance?Teachers have told us that the pandemic and measures taken to alleviate its worst effects have often made it impossible to investigate what specific support individual children need or to put in place the necessary interventions. Where baseline NGRT data is available, benchmarking students’ progress as they return to the classroom is proving helpful. But many schools are now urgently assessing their students as soon as is practicable to enable them to pinpoint exactly what children have learnt during lockdown, what has failed to stick and what teachers need to do address any gaps in their learningLink: Words of Encouragement: Reading Resilience During the Pandemic"
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Leadership

Words of Encouragement: Reading Resilience During the Pandemic

27 Apr 2021

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      string(5877) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.WHAT WORKS IN PROMOTING SOCIAL ANDEMOTIONAL WELL-BEING AND RESPONDINGTO MENTAL HEALTH IN SCHOOLS?KeywordsSocial,emotional well-being, mentalhealth problems,issues, schools,children,support,cyberbullying,social media,self-harm,undetected,untreatedSummaryThis report by The National Children’s Bureau (NCB), provides advice for schools to bettersupport pupils with mental health issues and to promote well-being as part of school life.Challenges to schools include the misuse of social media and cyberbullying which are identified asmajor causes in the rise in emotional disorders. Self-harm and eating disorders are also increasingwith one in twelve children and young people said to self-harm. Many of these problems can remainundetected and untreated if schools do not take an active role.The framework outlines effective approaches that include professional learning and staffdevelopment; adopting whole-school thinking; and developing robust policies to underpin a supportiveenvironment.The emphasis is on developing a school and classroom climate which builds a sense ofconnectedness and purpose so that all children can thrive. It also highlights the need to promote staffwellbeing and particularly to address their stress levels.The findings identify the triggers that can lead to mental health issues such as: lack of trust;communication and relationship breakdowns; and the possible lack of extended family ties.The framework demonstrates how to engage the whole school community so that pupils feel theirvoice is heard and parents, carers and families feel they genuinely participate, particularly those ofpupils in difficulties who otherwise may feel stigmatised.The research was conducted by Professor Katherine Weare for the Partnership for Wellbeing andMental Health in Schools.Benefits For Schools Of An Evidence-Informed Approach: ■ Academic learning, motivation, and sense of commitment and connectedness with learning andwith school. ■ Staff well-being, reduced stress, sickness and absence, improved teaching ability andperformance. ■ Pupil well-being including happiness, a sense of purpose, connectedness and meaning.Week Commencing 30th March 2015http://www.ncb.org.uk/media/1197143/ncb_framework_for_promoting_well-being_and_responding_to_mental_health_in_schools.pdfhttp://www.ncb.org.uk/media/1197143/ncb_framework_for_promoting_well-being_and_responding_to_mental_health_in_schools.pdfhttp://www.ncb.org.uk/media/1197143/ncb_framework_for_promoting_well-being_and_responding_to_mental_health_in_schools.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ The development of the social and emotional skills and attitudes that promote learning, success,well-being and mental health, in school and throughout life. ■ The prevention and reduction of mental health problems such as depression, anxiety and stress. ■ Improving school behaviour, including reductions in low-level disruption, incidents, fights, bullying,exclusions and absence. ■ Reductions in risky behaviour – such as impulsiveness, uncontrolled anger, violence, bullying andcrime, early sexual experience, alcohol and drug use.The Challenge For Schools: ■ 1 in 10 children and young people have a clinically diagnosed mental health disorder and/oremotional and behaviour problems (often the same children) and around one in seven has lesssevere problems that interfere with their development and learning. ■ Anti-social behaviour and conduct disorder affect over five per cent of children, particularly boys,while anxiety and depression affect four per cent. ■ Suicide is one of the three most common causes of death in youth and is now is rising: in 2014there was a 43 per cent rise in the number of young people who admitted attempting suicide,while self-harm and eating disorders are a growing problem.Adopt wholeschool thinking: ■ Use a ‘whole school approach’, which ensures that all parts of the school organisation workcoherently together ■ Provide a solid base of positive universal work to promote wellbeing and help prevent problems ■ Develop a supportive school and classroom climate and ethos which builds a sense ofconnectedness, focus and purpose, the acceptance of emotion, respect, warm, relationships andcommunication and the celebration of difference ■ Start early with skills based programmes, preventive work, the identification of difficulties andtargeted interventions. Work intensively, coherently, and carry on for the long term ■ Promote staff well-being, and particularly address staff stress levels.Prioritise professional learning and staff development: ■ Understand the risk factors to well-being, and help pupils develop the resilience to overcomeadverse circumstances ■ Raise staff awareness about mental health problems and the school’s role in intervening early ■ Base their response on a sound understanding of child and adolescent development ■ Help all pupils cope with predictable changes and transitions, and keep abreast of new challengesposed by"
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Leadership

What Works In Promoting Social And Emotional Well-Being In Schools?

25 Mar 2015

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