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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      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(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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      string(5707) "discussed SRE topicswritten on a set of cards. The class chose to put‘what to do about bullying’ and ‘what makes girlsand boys different’ top of the list. A discussionfollowed this activity and revealed that childrenfound it scary learning about sex and relationshipsfrom television programmes at home, often feelingunable to ask questions, and there was too muchabout how babies are born. In their own words, the pupils went on to recommend thatSRE would be better if… ‘teachers could help us understand more, show us diagrams,explain in more detail, say it in a better emotion, use films, tell us about it more and listento us more’.This is the raw evidence about what pupils in this school want and it provides vitalinsights to help the teacher plan a relevant SRE programme. If the evidence from pupils isalso shared with staff, governors and parents, it can trigger further action – for example,investment in training for teachers, and establishing regular communications with parentsabout SRE. A summary can be documented in the school SRE policy – which all maintainedprimary and secondary schools must have. It is vital that promises of changes to improveSRE are followed through so that the process of listening to children is genuine and resultsin action.Establishing a culture of listening to children about their educational needs extendsbeyond SRE. Giving children regular opportunities to be listened to and thus participate indecisions about school life will reap a wide range of benefits to pupil wellbeing, includingraising self-esteem, developing confidence and social skills.9 The ability to listen is anessential relationship skill, and adults, whether at home or at school, have the opportunityto be role models in this.Lucy Emmerson is Coordinator of the Sex Education Forum.References1. Sex Education Forum (2013) SRE and consent: Survey with young people, Unpublished2. Ofsted (2013) Not yet good enough; personal, social, health and economic education in schools www.ofsted.gov.uk/resources/not-yet-good-enough-personal-social-health-and-economic-education-schools3. DfEE (2000) Sex and relationship education guidance4. NAHT (2013) The research was carried out in April 2013 by Research Now and was commissioned by the National Association ofHeadteachers (NAHT)5. Horvath, M and others (2013) Basically… porn is everywhere; A Rapid Evidence Assessment on the Effects that Access and Exposure toPornography has on Children and Young People, Middlesex University London for the Office of the Children’s Commissioner www.mdx.ac.uk/Assets/BasicallyporniseverywhereReport.pdf6. Wellings, K and others (2013) The prevalence of unplanned pregnancy and associated factors in Britain: findings from the third National Surveyof Sexual Attitudes and Lifestyles (Natsal-3), The Lancet, Vol 382, pp1807-18167. Emmerson, L and Lees, J (2013) Let’s get it right; a toolkit for involving primary school children in reviewing sex and relationships education,NCB. www.sexeducationforum.org.uk/schools/young-people-involved-in-design-and-development.aspx8. Martinez, A and De Meza, L (2008) Are you getting it right? A toolkit for consulting young people about sex and relationships education, NCB.http://www.sexeducationforum.org.uk/schools/young-people-involved-in-design-and-development.aspx9. Clark, A (2008) Listening as a Way of Life: Why and How we Listen to Young Children. London: NCB.http://www.sexeducationforum.org.uk/schools/young-people-involved-in-design-and-development.aspxhttp://www.sexeducationforum.org.uk/schools/young-people-involved-in-design-and-development.aspxhttp://www.ofsted.gov.uk/resources/not-yet-good-enough-personal-social-health-and-economic-education-schoolshttp://www.ofsted.gov.uk/resources/not-yet-good-enough-personal-social-health-and-economic-education-schoolshttp://www.mdx.ac.uk/Assets/BasicallyporniseverywhereReport.http://www.mdx.ac.uk/Assets/BasicallyporniseverywhereReport.http://www.sexeducationforum.org.uk/schools/young-http://www.sexeducationforum.org.uk/schools/young-people-involved-in-design-and-development.aspxVol 4.2 n www.teachingtimes.comEducation/SafeguardingEvery Child Journal22Let’s Get it Right is the Sex EducationForum’s toolkit on how to involve children inSRE. Tim Linehan looks at its key points.Tim Linehan looks at the Sex Education Forum’s tool kit on how to involvechildren in SRE.One of the shocking revelations in sexual abuse trials is the common cry from victims who endured abuseat the time and then felt unable to report it until years and sometimes decades later, because they didn’tknow how to react. We’re constantly being told that life has changed since then, that there is greaterawareness of abuse. However, it’s often forgotten that a key element of sex and relationships educationis to teach children about appropriate and inappropriate behaviour, and to reflect on this so that if theyshould ever observe or face harassment or abuse, they will be more able to cope with it or have confidenceto prevent it from happening.In this way, SRE is a key part of the safeguarding requirement for school, and in an age in whichpornography is not only disseminated in schools but is sometimes actually produced by children, it providesa place in which behaviours can be reflected on and challenged. For primary school children, SRE gives adeep-seated confidence in knowing what is right and wrong, what is acceptable and unacceptable, as wellas learning about the profound importance of relationships, what they mean to us and how they help defineour understanding of"
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Special Needs

Improving sex and relationships education in primary schools

3 Mar 2014