Girls behaving badly

An unusually high proportion of girls in the pupil referral unit with which she was working had Edwina Chevens’ curious to learn more about their stories and how they came to be there. Here she summarises her findings and makes some practical suggestions for wider practice.

Girl student having confrontation with the teacher

While working in school improvement and deployed to a pupil referral unit (PRU) to develop behaviour and attendance, I became aware that the cohort of students comprised almost 50 per cent girls in 2013 to 2014, which is atypical of national data.¹ I saw the study of the Key Stage 3 (KS3) and 4 girls as an opportunity to engage with a group of learners.

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      string(5633) "emphasis from the morality of the action to its effects (consequences). It argues that ethical decisions should be judged not by the morality that lies behind the decision but the moral value of its consequences for others. Instead of a focus on doing the right thing, it argues that the ethical leader will focus on achieving the right outcome. Again, ‘right’ is the subjective belief of those involved, so both approaches do not tell you what ‘right’ is, but how you should make your decisions in the light of your beliefs in what is right.However, virtue ethics and consequentialism are not the only alternative ethical perspectives you can use. The third is rule compliance, the obligations we all share to observe the rule and duties that society imposes, both formally (through laws) and informally (through social conventions). The 19th-Century German philosopher Immanuel Kant believed that such obligations were mandatory in all circumstances—a ‘categorical imperative’. We see how this belief in rule compliance works, without even thinking about it. Many foreign visitors to the UK are struck by our willingness to form an orderly queue—there is no law that requires us to do so, but it’s still ‘wrong’ to jump the queue, and we are culturally sensitised to view obeying this convention as being morally right. In reality, most rules and obligations conform to what most people would regard as doing the right thing and producing the right outcome, and many of our decisions that have a moral dimension see all three ethical stances aligned. However, rule compliance can present problems, especially when the rules become complex and extensive. This, it has been argued, is what led to the financial crash in 2008. The financial system had become increasingly rule-bound and the consequence was that those working in the industry ceased to ask ‘Is this right?’ and instead asked ‘Is this allowed by the rules?’ Excessive rule-making can remove personal moral responsibility and moral wisdom.Applying ethical perspectives to decisionsThat’s the theory, so what about the practice? Let’s look at one of the serious and growing problems in schools, the number of pupils being temporarily or permanently excluded. In the school year 2015/6, in England, 6,685 pupils were permanently excluded (78% of them boys) and 339,364 were excluded for a fixed period (74% of them boys).From a rule-compliance perspective, exclusion is easily presented as a response to rule non-compliance—the student broke the rules and therefore must suffer a sanction. A strict Kantian would say that societal rules must be obeyed within a system of justice and fairness. This appears to remove the decision from the ethical world to one of objective appraisal—the rules exist, the rules were broken, the sanctions must be applied. However, adopting a rule-compliance framework for making decisions about others’ behaviour is an ethical choice—by setting rules and saying that others must obey them we are applying moral standards. The word ‘must’ (or ‘should’) are moral obligations and thus we are engaged in ethical decisions.Equally, we can approach this from a virtue ethics perspective. In the virtue ethicist’s world, both the pupils themselves and the people making the decision about whether exclude are moral beings who are able to judge right or wrong. By behaving in a way that is morally wrong, the pupils have failed to abide by the moral imperative to do no wrong, but by judging their behaviour, the manager is also engaged in making moral choices. Is it right to punish these pupils? Did they know they were doing wrong, and were they able to control their behaviour sufficiently to make the choice to behave badly?This, of course, raises serious questions about the perpetrators. Have they learned to distinguish between right and wrong? If their family background is disordered or they have been diagnosed with a clinical condition such as ADHD or autism, does this inhibit them from making moral choices that conform to the norms that exist in a school? If not, how can you sanction them for not conforming to the standards the school expects if they are not able to make the choices that this implies? Is that not unethical?Furthermore, there is a serious imbalance in numbers between boys and girls and even greater imbalance between ethnic groups, with boys from black Caribbean backgrounds being 46 times more likely to be sanctioned than girls from Asian backgrounds! 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Conflict Resolution

The Ethical Dilemma

23 Jan 2019

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Leadership

Blackpool, Faith Schools and the Weirding of English Education

8 Jan 2015

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      string(5629) "TUDORS INTRO.pdf30 Teaching & Learning November/December 2004The TudorsLiteracy, numeracy and science through the topic of The TudorsTeaching & LearningCreative teachingIntroductionThe Tudors were a family who ruled over England from 1485 until1603. They came to the throne as a result of the power strugglesbetween the Dukes of York and Lancaster, which we now knowas the Wars of the Roses. The time of The Tudors is a fascinatingperiod to study for children and adults alike. So, this issue ofTeaching & Learning looks at The Tudors in some detail and offerslesson plans that can help you teach literacy, numeracy andscience through this exciting theme.Teachers’ notesHenry VIIIHenry VIII was the second son of Henry VII and Elizabeth ofYork and was born on 28 June, 1491 at Greenwich. After hiselder brother died, Henry became next in line to be King.He became King in 1509. Henry was athletic, handsome andintelligent. He married six times during his lifetime and muchof the intrigue and excitement that surrounds The Tudorscomes from his constant yearning for a male heir – a needthat forced him to take so many wives.Catherine of AragonAt first, Catherine was married to Henry VIII’s brother, Arthur.However, six months after Arthur died she got engaged toHenry. A special dispensation was needed from the Pope (asEngland at this time was still very much a Catholic country)for Henry to marry Catherine. Eventually, they were marriedwhen he became King in 1509. She had many children, butonly one survived, Mary, who would later become Queen.Because Catherine only produced a female heir (and Henry sodesperately wanted a son) he divorced her to marry AnneBoleyn. To do this he had to break from the Catholic Church asthe Pope would not agree to the divorce. Henry made himselfHead of the Church in England and approved his own divorce.Anne BoleynHenry married Anne in 1533, and later that year she gave birthto a girl, Elizabeth who eventually became the Queen ofEngland. However, again possibly because Anne did not giveHenry a male heir and also because of personal differences,Henry decided that he wanted to get rid of Anne. He accusedher of adultery with a number of men (including her ownbrother) and Anne was beheaded at the Tower of London.Eleven days later Henry married his third wife, Jane Seymour.Jane SeymourJane gave birth to a son in 1537, Edward. Henry was delightedas it seemed that at long last he had the male heir he sodesperately wanted. However, 12 days after giving birth Janedied. Some historians believe that Henry truly loved Jane andhe waited two years before marrying again.Anne of ClevesFor various political and financial reasons, Henry wanted tomake a ‘good’ marriage this time and decided to look all overEurope for a bride. He sent painters to paint any eligiblebrides so he could see what they looked like. A picture wasshown to him of Anne of Cleves and he agreed to marry her.But when she arrived in England, Henry took an instantdislike to her and found her ugly. Henry could not break hispromise to marry Anne, so after six months they weredivorced. Anne sensibly agreed to the divorce and she andHenry became friends.Katherine HowardAfter Anne of Cleves, Henry married Katherine Howard, who wasbarely a teenager when she married Henry. However she waspreviously, secretly engaged to one man and possibly a second onetoo. When the King found out he had Katherine beheaded in 1542.CreativeTeaching andLearning31November/December 2004 Teaching & LearningKathryn ParrHenry’s last wife was Kathryn Parr. By the time he marriedKathryn, Henry was very fat and ill and Kathryn became hisnurse more than his wife. She was a kind woman and was thefirst wife to bring all three of his children to live togetherunder one roof. When Henry died in 1547, Kathryn marriedThomas Seymour (her fourth husband). Sadly she died inchildbirth a year later in 1548.Edward VIEdward VI became King at the age of nine. DuringEdward’s reign, the Church of England became even moreProtestant – Edward himself was very much aProtestant. Edward was ill for most of his life and died in1553. Edward did not want his sister Mary to take thethrone after his death as she was a staunch Catholic. So,he made Lady Jane Grey his heir.Lady Jane GreyOn the death of Edward, Jane assumed the throne and herclaim was recognised by the Council of England. However, thecountry did not agree and supported Mary I, Catherine ofAragon’s daughter. Jane reigned for only nine days and wasexecuted in 1554.Mary IMary I was the first Queen Regnant (that is, a Queenreigning in her own right rather than a Queen throughmarriage to a King). Mary restored papal supremacy inEngland, abandoned the title of Supreme Head of theChurch, reintroduced Roman Catholic bishops and began theslow reintroduction of monastic orders. Mary also hadaround 300 Protestants burnt at the stake and this earnedher the nickname ‘Bloody Mary’. Mary wanted to marry andhave children, leaving a Catholic heir to consolidate herreligious reforms, and removing her half-sister Elizabeth Ifrom direct succession. But, Mary’s decision to marry Philip,King of Spain from 1556, in 1554 was very unpopular. Themarriage was childless and Mary died, leaving the crown toher half-sister Elizabeth I.Elizabeth IElizabeth I was the last Tudor monarch. She was born atGreenwich on 7 September 1533, the daughter of Henry VIIIand his second wife, Anne Boleyn. Elizabeth succeeded to thethrone on her half-sister’s death in November 1558. She wasvery well-educated (fluent in six languages), and"
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Creative Teaching & Learning

Project Based Learning - Tudors - Full Plan

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Henry made himselfHead of the Church in England and approved his own divorce.Anne BoleynHenry married Anne in 1533, and later that year she gave birthto a girl, Elizabeth who eventually became the Queen ofEngland. However, again possibly because Anne did not giveHenry a male heir and also because of personal differences,Henry decided that he wanted to get rid of Anne. He accusedher of adultery with a number of men (including her ownbrother) and Anne was beheaded at the Tower of London.Eleven days later Henry married his third wife, Jane Seymour.Jane SeymourJane gave birth to a son in 1537, Edward. Henry was delightedas it seemed that at long last he had the male heir he sodesperately wanted. However, 12 days after giving birth Janedied. Some historians believe that Henry truly loved Jane andhe waited two years before marrying again.Anne of ClevesFor various political and financial reasons, Henry wanted tomake a ‘good’ marriage this time and decided to look all overEurope for a bride. He sent painters to paint any eligiblebrides so he could see what they looked like. A picture wasshown to him of Anne of Cleves and he agreed to marry her.But when she arrived in England, Henry took an instantdislike to her and found her ugly. Henry could not break hispromise to marry Anne, so after six months they weredivorced. Anne sensibly agreed to the divorce and she andHenry became friends.Katherine HowardAfter Anne of Cleves, Henry married Katherine Howard, who wasbarely a teenager when she married Henry. However she waspreviously, secretly engaged to one man and possibly a second onetoo. When the King found out he had Katherine beheaded in 1542.CreativeTeaching andLearning31November/December 2004 Teaching & LearningKathryn ParrHenry’s last wife was Kathryn Parr. By the time he marriedKathryn, Henry was very fat and ill and Kathryn became hisnurse more than his wife. She was a kind woman and was thefirst wife to bring all three of his children to live togetherunder one roof. When Henry died in 1547, Kathryn marriedThomas Seymour (her fourth husband). Sadly she died inchildbirth a year later in 1548.Edward VIEdward VI became King at the age of nine. DuringEdward’s reign, the Church of England became even moreProtestant – Edward himself was very much aProtestant. Edward was ill for most of his life and died in1553. Edward did not want his sister Mary to take thethrone after his death as she was a staunch Catholic. So,he made Lady Jane Grey his heir.Lady Jane GreyOn the death of Edward, Jane assumed the throne and herclaim was recognised by the Council of England. However, thecountry did not agree and supported Mary I, Catherine ofAragon’s daughter. Jane reigned for only nine days and wasexecuted in 1554.Mary IMary I was the first Queen Regnant (that is, a Queenreigning in her own right rather than a Queen throughmarriage to a King). Mary restored papal supremacy inEngland, abandoned the title of Supreme Head of theChurch, reintroduced Roman Catholic bishops and began theslow reintroduction of monastic orders. Mary also hadaround 300 Protestants burnt at the stake and this earnedher the nickname ‘Bloody Mary’. Mary wanted to marry andhave children, leaving a Catholic heir to consolidate herreligious reforms, and removing her half-sister Elizabeth Ifrom direct succession. But, Mary’s decision to marry Philip,King of Spain from 1556, in 1554 was very unpopular. Themarriage was childless and Mary died, leaving the crown toher half-sister Elizabeth I.Elizabeth IElizabeth I was the last Tudor monarch. She was born atGreenwich on 7 September 1533, the daughter of Henry VIIIand his second wife, Anne Boleyn. Elizabeth succeeded to thethrone on her half-sister’s death in November 1558. She wasvery well-educated (fluent in six languages), and hadinherited"
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Creative Teaching & Learning

Project Based Learning - Tudors - Intro

22 Aug 2017

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      string(5582) "directly■ the development of social skills.Where children have more complex problems, additional in-school interventions might be applied, includingadditional educational one-to-one support for the pupil.External support from the health service might be sought and include one-to-one therapeutic work by a mentalhealth specialist, family support and/or therapy by a mental health professional.Referral and commissioningThe document provides advice to schools on how they might make a referral to CAMHS. The advice includes:■ establishing a clear process for identifying pupils who need further support e.g. using SDQ■ documenting evidence of the symptoms■ encouraging parents and pupils to speak to their GP■ developing a working relationship with local specialist CAMHS that enables a quick referral process■ being clear about the criteria used by specialist CAMHS■ consulting CAMHS about what they can do to support children.Addressing specific mental health needsThe document identifies some of the main mental health needs and suggests a range of intervention programmesthat are proven to work. Most of them include therapeutic approaches and many recommend close working practiceinvolving the family too. For an overview of these strategies, see briefcase 4.Access the full briefing here.http://www.sdqinfo.org/http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf/a0068957/the-caf-processhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/326551/Mental_Health_and_Behaviour_-_Information_and_Tools_for_Schools_final_website__2__25-06-14.pdf84Vol 6.3School Leadership Todaywww.teachingtimes.comPrimaryFileLeadershipResources Manager’s Briefcase 22Mental health auditHow good is your school at supporting children with mental health needs?Here we use the document ‘Mental health and behaviour in schools’ to help you analyse how well your schoolsupports pupils with mental health needs and what the priorities for action might be.Rate your school against the risk and protective factors and other aspects identified in improving school provision.Risk and protective factorsIndicate to what extent you agree with the statements:strongly agree agreeneither agree nordisagreedisagree strongly disagree1 2 3 4 5Protective factors RatingWe have an effective behaviour policy 1 2 3 4 5We have an effective anti-bullying policy 1 2 3 4 5We have an ‘open-door’ policy for children to raise problems 1 2 3 4 5We have a whole-school approach to promoting good mental health 1 2 3 4 5Positive classroom management is applied throughout the school 1 2 3 4 5Our pupils express a sense of belonging 1 2 3 4 5Our pupils get on well with each other 1 2 3 4 5Our pupils support one another 1 2 3 4 5Risk factors RatingBullying is a problem for our school 1 2 3 4 5Pupils are discriminated against in our school 1 2 3 4 5Pupils do not get on well with each other 1 2 3 4 5Staff do not get on well with each other 1 2 3 4 5There are poor role models evident among the students 1 2 3 4 5There are poor role models evident among the staff 1 2 3 4 5Pupils feel pressurised into behaving badly 1 2 3 4 5The pupils and teachers do not get on well here 1 2 3 4 5Promoting pupils’ mental healthCulture and structure RatingWe have an SLT committed to encouraging a sense of belonging 1 2 3 4 5Our SLT enables pupils to talk about problems in a non-stigmatising way 1 2 3 4 5High expectations are set out for all pupils 1 2 3 4 5Children understand what is acceptable and unacceptable behaviour 1 2 3 4 5Expectations of behaviour are constantly applied by all staff 1 2 3 4 5There is a whole-school approach to promoting health and wellbeing 1 2 3 4 585Vol 6.3School Leadership Todaywww.teachingtimes.comPrimaryFileLeadershipResourcesThe SENCo RatingThe SENCo has a strategic role and is a qualified teacher 1 2 3 4 5The SENCo ensures that all adults in the school understand theirresponsibilities to pupils with persistent mental health difficulties1 2 3 4 5The SENCo ensures that colleagues understand how to identify and meetpupils’ needs1 2 3 4 5The SENCo provides advice and support to colleagues when needed 1 2 3 4 5The SENCo liaises with SEND professionals as necessary 1 2 3 4 5Parents RatingThe opinions and wishes of parents and carers are taken into account 1 2 3 4 5Parents and carers are kept informed 1 2 3 4 5Parents and carers participate in decisions 1 2 3 4 5Continuous professional development RatingStaff are aware that mental health is a shared responsibility 1 2 3 4 5Staff are aware of the early signs of mental health problems 1 2 3 4 5Staff are aware of what they should do if they identify a problem 1 2 3 4 5Clear systems and processes RatingThe school has clear referral and accountability systems 1 2 3 4 5The school works closely with a range of support services 1 2 3 4 5The school has a number of interventions to support pupils if the needarises1 2 3 4 5The school’s SEND policy identifies clearly the systems and processes thatmust be followed1 2 3 4 5Interventions for pupils RatingThe school identifies pupils’ needs clearly through assessment 1 2 3 4 5A clear plan is drawn up to support the pupil 1 2 3 4 5The plan is acted upon to provide support 1 2 3 4 5Regular reviews to assess effectiveness are conducted 1 2 3 4 5Priorities for actionAspect Priority action1. Protective factors2. Risk factors3. Culture and structure4. The SENCo5. Parents6. Continuous professional development7. Clear systems and processes8. Interventions for pupils86Vol 6.3School Leadership"
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Leadership

Manager’s Briefcase: Addressing mental health concerns

13 Nov 2014