Leadership

Survey of Paediatric Audiology Provision in England 2018

This report by the National Deaf Children’s Society reveals mounting problems in children’s audiology, as one in five deaf children face delays and a third miss school.

The report reveals that more than half of audiology services don’t know how many deaf children they see and a similar number are missing the Government’s target for children’s hearing aid repairs.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#43115"
  ["title"]=>
  string(20) "Right From The Start"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(55) "https://www.teachingtimes.com/hearing-screening_310516/"
  ["post_date_timestamp"]=>
  int(1464197362)
  ["objectID"]=>
  string(12) "post-43115-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(304) "Newborn hearing screening programme was fully rolled out 10 years ago across England, but there is still much to do to ensure that high quality early years support is in place following diagnosis. This report by the National Deaf Children’s Society shows the benefits of the test are being ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(364) "... to failto achieve five GCSEs, grades A* to C (including English and Maths), when compared with otherchildren.Recommendations: ■ The Government protect and invest in paediatric audiology services and support them to becomeaccredited so that parents can be sure their child is getting the best possible audiology support. ■ The ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(20) "Right From The Start"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(412) "Newborn hearing screening programme was fully rolled out 10 years ago across England, but there is still much to do to ensure that high quality early years support is in place following diagnosis. This report by the National Deaf Children’s Society shows the benefits of the test are being undermined by a lack of early years support for deaf babies and their families.
Leadership Briefings 10.10(118)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(7) "england"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5082) "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.RIGHT FROM THE STARTKeywordsNewborn,hearing,screeningprogramme,diagnosis,support,identification,teachers, SpeechLanguageTherapists,pre-schooldevelopment,GCSEsSummaryNewborn hearing screening programme was fully rolled out 10 years ago across England, butthere is still much to do to ensure that high quality early years support is in place followingdiagnosis. This report by the National Deaf Children’s Society shows the benefits of the testare being undermined by a lack of early years support for deaf babies and their families.The new data shows many families have little to no support after identification and issues accessinglocal services such as Teachers of the Deaf and Speech Language Therapists. Deaf children are nothitting pre-school development targets because they are being failed.Nearly 6.7 million babies have been screened since the newborn hearing programme was introduced,which has meant every week an average of 12,645 babies are screened of which 34 will be identifiedas deaf. Prior to this, children born deaf were often not identified until aged three or older, well pastthe critical ages for learning to read, write and make friends. An undiagnosed deaf child aged threewill only know 25 words, compared to the 700 words hearing child of the same age will know.Most babies born deaf are identified within a few weeks, however many are being let down becausethey are not receiving the level of support needed at this critical development stageMain Findings: ■ Just under a third (31%) of parents don’t feel they got the support they needed to make sure theirchild made good progress after being identified through newborn hearing screening. ■ The report also found a quarter (25%) of parents said they didn’t get any general advice onlanguage and communication development, following identification. ■ Over a fifth (22%) of parents said they couldn’t access the support they needed from Teachersof the Deaf who play a pivotal role in supporting their child’s education in the early years and atschool. ■ There are more than 45,000 deaf children living in the UK. Four babies are born deaf every day inthe UK. ■ More than 22,000 children in the UK have moderate to profound hearing loss in both ears. Morethan 20,000 children in the UK have mild hearing loss or deafness in one ear ■ One in five (770,000) pre-school children have glue ear at any one time. Eight out of ten childrenWeek Commencing 30th May 2016http://www.ndcs.org.uk/document.rm?id=11562Leadership 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.will experience glue ear before the age of 10. Glue ear is a build-up of sticky fluid behind theeardrum that prevents sound passing through the ear as well at it should. It is often but notalways linked with ear infections. Glue ear and ear infections are the most common reason forchildren to visit their GP. ■ Deaf children can do anything other children can do, given the right support. Without this support,deaf children and young people are vulnerable to isolation, abuse, bullying, poor self-esteem andlow levels of achievement. ■ Deafness is not a learning disability yes despite this deaf children are almost twice as likely to failto achieve five GCSEs, grades A* to C (including English and Maths), when compared with otherchildren.Recommendations: ■ The Government protect and invest in paediatric audiology services and support them to becomeaccredited so that parents can be sure their child is getting the best possible audiology support. ■ The Government and local authorities continue to protect funding for specialist education servicesfor deaf children, in recognition of the vital role that specialist Teachers of the Deaf play inensuring deaf children achieve the best possible outcomes in the early years. ■ Local authorities review the provision of communication support available to families in their areato ensure that the varying needs of families can be met at any one time. ■ Local authorities ensure that radio aids are more readily available to parents of deaf children sothat they can support their child’s spoken language and communication development. ■ The Government should take action to ensure there is sufficient provision across all localauthorities for specialist childcare for deaf children, and that mainstream staff receive the trainingand advice they need to effectively include deaf children. This should include action to supportparents with transport costs and to improve the listening environments of childcare settings.WEB LINKRight From The Starthttp://www.ndcs.org.uk/document.rm?id=11562"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(10) "paediatric"
        [1]=>
        string(9) "audiology"
        [2]=>
        string(9) "provision"
        [3]=>
        string(7) "england"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Right From The Start

25 May 2016

array(8) {
  ["distinct_key"]=>
  string(10) "post#44518"
  ["title"]=>
  string(43) "Developing Resilience with Emotion Coaching"
  ["categories"]=>
  array(7) {
    [0]=>
    string(9) "Behaviour"
    [1]=>
    string(20) "Behaviour Management"
    [2]=>
    string(19) "Conflict Resolution"
    [3]=>
    string(38) "Emotional and Behavioural Difficulties"
    [4]=>
    string(9) "Inclusion"
    [5]=>
    string(13) "Mental Health"
    [6]=>
    string(9) "Wellbeing"
  }
  ["url"]=>
  string(51) "https://www.teachingtimes.com/developingresilience/"
  ["post_date_timestamp"]=>
  int(1543936868)
  ["objectID"]=>
  string(12) "post-44518-4"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(271) "Helping children understand and reframe difficult emotions can go a long way to building resilience and countering unwanted behaviours. Janet Rose and Louise Gilbert share a powerful technique for helping both young people and adults improve their emotional intelligence."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(369) "... Vostanis, P., Humphrey, N., Fitzgerald, N., Deighton, J., & Wolpert, M. (2013). How do schools promote emotional well-being among their pupils, findings from a national survey of mental health provision in English schools. Child and Adolescent Health, 18(3): 151-157.Gilbert, C.L. (2018). Introducing Emotion Coaching into primary ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(43) "Developing Resilience with Emotion Coaching"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Janet Rose"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(14) "Louise Gilbert"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(271) "Helping children understand and reframe difficult emotions can go a long way to building resilience and countering unwanted behaviours. Janet Rose and Louise Gilbert share a powerful technique for helping both young people and adults improve their emotional intelligence."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5600) "mental health professionals. Teaneck, NJ: Nefesh.Trzesniewski, K., Moffitt, T., Caspi, A., Taylor, A., & Maughan, B. (2006). Revisiting the association between reading achievement and antisocial behavior: New evidence of an environmental explanation from a twin study. Child Development, 77(1): 72-88.Cooper, P. & Cefai, C. (2013). Understanding and supporting students with social, emotional and behavioural difficulties: A practical guide for staff in schools. Malta: European Centre for Educational Resilience and Socio-Emotional Health, University of Malta; Parker, R., Rose, J., & Gilbert, L. (2016). Attachment aware schools: An alternative to behaviourism in supporting children’s behaviour. In Lees, H. & Nodding, N. (eds.) The Palgrave international handbook of alternative education, pp.463-483. Basingstoke: Palgrave; Rose, J., Gilbert, L., McGuire-Snieckus, R., Gus, L., Mc Innes, K., & Digby, R. (2017). Attachment aware schools: Working with families to enhance parental engagement and home-school relationships. The Open Family Studies Journal, 9(3): 160-171.Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning, a meta-analysis of school-based universal interventions. Child Development, 82(1): 405-432.Vostanis, P., Humphrey, N., Fitzgerald, N., Deighton, J., & Wolpert, M. (2013). How do schools promote emotional well-being among their pupils, findings from a national survey of mental health provision in English schools. Child and Adolescent Health, 18(3): 151-157.Gilbert, C.L. (2018). Introducing Emotion Coaching into primary, secondary and early years settings: The voice of the practitioner and model of engagement. PhD Thesis, Bath: Bath Spa University; Immordino-Yang (2016). MacCann, C., Fogarty, G.J., Zeidner, M., & Roberts, R.D. (2010). Coping mediates the relationship between emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology, 36(1): 60-70, p. 60.Davis, H.A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38(4): 207-234.Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo,M., & Carraway, K. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools, 39: 477-488.Immordino-Yang (2016); van der Hoeven Kraft, K, J., Srogi, L., Husman, J., Semken, S., & Fuhrman, M. (2011). Engaging students to learn through the affective domain: A new framework for teaching in the geosciences. Journal of Geoscience Education, 59: 71-78; Shaughnessy, J. (2012). The challenge for English schools in responding to current debates on behaviour and violence, Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 30(2): 87-97.Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., Omas, S., & O’Higgins, A. (2015). The educational progress of looked after children in England: Linking care and educational data. Oxford, United Kingdom: Nuffield Foundation, p. 33.Gottman, J., Katz, L., & Hooven, C. (1997). Meta-Emotion – How families communicate emotionally. New Jersey: Lawrence Erlbaum Associates; Gottman, J., Katz, L., & Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10(3): 243-268.Gottman et al. (1997), p. 7.Shortt, J., Stoolmiller, M., Smith-Shine, J., Eddy, J., & Sheeber, L. (2010). Maternal emotion coaching, adolescent anger regulation, and siblingís externalizing symptoms. Journal of Child Psychology and Psychiatry, 51: 799-808.Havighurst, S., Wilson, K., Harley, A., Kehoe, C., Efron, D., & Prior, M. (2012). Tuning into kids: Reducing young children’s behavior problems using an emotion coaching parenting program. Child Psychiatry and Human Development (2): 247-264.Gottman et al. (1997).Havighurst et al. (2012); Katz, L., & Windecker-Nelson, B. (2006). Domestic violence, emotion coaching and child adjustment. Journal of Family Psychology, 20: 56-67. Katz, L.F., & Hunter, E.C. (2007). Maternal meta-emotion philosophy and adolescent depressive symptomatology. Social Development, 16: 343-360.Katz, L.F., Hunter, E., & Klowden, A. (2008). Intimate partner violence and children’s reaction to peer provocation: The moderating role of emotion coaching. Journal of Family Psychology, 22(4): 614-621; Katz et al. (2006); Cunningham, J.N., Kliewer, W., & Garnder, P.W. (2009). Emotion socialization, child emotion understanding and regulation, and adjustment in urban African American families: Differential associations across child gender. Development and Psychopathology, 21: 261-283.Chen, F.M., Hsiao, S.L., & Chun, H.L. (2011) The role of emotion in parent-child relationships: Children’s emotionality, maternal meta-emotion, and children’s attachment security. Journal of Child and Family Studies, 21: 403-410.Wilson, B.J., Berg, J.L., Surawski, M.E., & King, K.K. (2013) Autism and externalizing behaviours: Buffering effects of parental emotion coaching. Research in Autism Spectrum Disorders, 7: 767-776.Dunsmore, J. C., Booker, J. A., & Ollendick, T.H. (2012). Parental emotion coaching and child emotion regulation as protective factors for children with oppositional defiant disorder. Social"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(6) "survey"
        [1]=>
        string(9) "provision"
        [2]=>
        string(7) "england"
        [3]=>
        string(4) "2018"
      }
    }
    ["categories"]=>
    array(7) {
      [0]=>
      array(3) {
        ["value"]=>
        string(9) "Behaviour"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "Behaviour Management"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(19) "Conflict Resolution"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(38) "Emotional and Behavioural Difficulties"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(13) "Mental Health"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(9) "Wellbeing"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(8) {
      [0]=>
      array(3) {
        ["value"]=>
        string(24) "Attachment Aware Schools"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(9) "Behaviour"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(18) "early intervention"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(19) "Emotional Wellbeing"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(13) "Mental Health"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(10) "Resilience"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(3) "SEN"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(4) "SpLD"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Behaviour

Developing Resilience with Emotion Coaching

4 Dec 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#86365"
  ["title"]=>
  string(61) "Coronavirus: Digital Divide Far Worse Than Previously Thought"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(91) "https://www.teachingtimes.com/coronavirus-digital-divide-far-worse-than-previously-thought/"
  ["post_date_timestamp"]=>
  int(1589300928)
  ["objectID"]=>
  string(12) "post-86365-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(307) "Reports are showing show that some children have received virtually full time education while other children have had little or no tuition in Lockdown. Sal McKeown collates the information on the differential access to education, at home and at school, and shows how this is becoming the basis for legal ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(315) "... all sectors at 4pm every day. It provides a telling snapshot of the state of play in schools. Just before lockdown on 3 March a survey of 6,372 teachers showed the gulf between secondary and primary digital provision.Further surveys in April show the inequalities between private and state ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(61) "Coronavirus: Digital Divide Far Worse Than Previously Thought"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(11) "Sal McKeown"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(311) "Reports are showing show that some children have received virtually full time education while other children have had little or no tuition in Lockdown. Sal McKeown collates the information on the differential access to education, at home and at school, and shows how this is becoming the basis for legal action."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5621) "Could you do your homework on a Pay As You Go mobile? Why should she?In early April 2020, the Good Law project started a crowdfunding campaign. They cited evidence from Institute for Public Policy Research that one million children do not have adequate access to a device at home.According to a survey from Teach First  only 2% of teachers working in the UK’s most disadvantaged schools believed their pupils have adequate access to online learning. This breaches the Human Rights Act and the United Nations’ convention on the rights of the child which establishes access to education as a legal right.On 19th of April The Department for Education announced that care leavers, children with social work support and ‘some disadvantaged pupils in Year 10’ would receive laptops. They also promised that 4G routers would be distributed to families without mobile or broadband internet so that children could access education online. Education Secretary Gavin Williamson said the scheme would ‘take the pressure’, off parents with children at home.No specified number of laptopsHowever, there was no specified number of laptops available. Some authorities soon realised they could not meet needs as they had high numbers of children who could qualify for the scheme and would be forced to prioritise.While the scheme has been welcomed as an attempt to redress the balance,  it is too little too late. It will not reach enough vulnerable pupils and many will not get their computer pre-loaded with the right software until June.On 7th May Clare Jennings, a solicitor at the law firm Matthew Gold, claimed that the Department for Education’s scheme to provide laptops and internet access  was restricted to only a small number of pupils. This would leave many others without reliable access to online lessons. The firm is bringing a case against the government on behalf of four families.Why families don’t have laptops and broadbandMany homes depend on a mobile phone to access the internet, so there is no device for children to use. Families who cannot afford broadband contracts are prioritising food and heating over data. Any internet access they might have had through schools, libraries or cafes has been cut off by the coronavirus crisis. Children who are offline cannot access lessons. They also cannot stay in touch with friends and teachers and so are becoming more socially isolated during lockdown.Research published by Ofcom in 2018 suggested that around a million children  did not have access to a device or connectivity. One academy trust, AET, has already bought 9,000 laptops and devices. It has given a computer to all pupils in its 58 schools eligible for free school meals, so that they can stay connected.Disparities in Ed Tech at schoolBefore coronavirus, some schools and teachers were behind the curve when it came to technology. The NASUWT conducted a survey of members just after lockdown. 36% said they not been provided with the IT equipment they needed to work from home. This made it difficult for them to prepare lessons and deliver the curriculum. Even more importantly many of them had had no training.Teacher Tapp is an app which surveys contributing teachers from all sectors at 4pm every day. It provides a telling snapshot of the state of play in schools. Just before lockdown on 3 March a survey of 6,372 teachers showed the gulf between secondary and primary digital provision.Further surveys in April show the inequalities between private and state educationMainstream and social media are full of stories about Zoom and Microsoft Teams. But many schools are not using this technology for lessons. In the private sector 52% of primary and 66% secondary schools are using the technology. It is a lower percentage. in the state sector. Here they seem either to be making worksheets or not using technology to any great degree at all.A further survey looks at the use of online resources. Literacy and numeracy resources in primary and MFL and maths resources in secondary score highly. However, again it is teacher produced worksheets that come out on top.More recently, schools have been made aware of Oak National Academy which is providing 180 video lessons each week from reception to GCSE level. It is an online business set up by teachers funded by the Department for Education. The BBC has launched 14 weeks of curriculum-based learning with BBC bite-size daily on iPlayer. It has six 20 minute programs each day aimed at different age groups and features celebrities such as Professor Brian Cox, Danny Dyer Jodi Whitaker from Doctor Who, David Attenborough and sundry footballers.Plans for disadvantaged children when schools returnA study by the Centre for Economic Performance at the LSE suggests that a four-week closure could have an impact on students’ achievement equivalent to moving an average child down to the bottom 30 per cent of children. The effect is greater for children in low-income families.There are concerns about the widening gap between pupil premium students and others and there is talk of extra tuition. Four charities – Education Endowment Foundation, Nesta, Impetus and the Sutton Trust – have confirmed they are ‘exploring ways to deliver high-quality tuition to pupils who are falling behind. ‘ while other proposals include using university students, volunteers retired teachers to tutor and mentor pupils at risk of falling behind.’Inequalities between the north and south of England There is also a north /south divide. Official statistics show the North"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(6) "survey"
        [1]=>
        string(9) "provision"
        [2]=>
        string(7) "england"
        [3]=>
        string(4) "2018"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Digital Divde"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

Coronavirus: Digital Divide Far Worse Than Previously Thought

12 May 2020

array(8) {
  ["distinct_key"]=>
  string(10) "post#58926"
  ["title"]=>
  string(17) "Embracing Empathy"
  ["categories"]=>
  array(3) {
    [0]=>
    string(18) "Distance Education"
    [1]=>
    string(38) "Emotional and Behavioural Difficulties"
    [2]=>
    string(9) "Inclusion"
  }
  ["url"]=>
  string(48) "https://www.teachingtimes.com/embracing-empathy/"
  ["post_date_timestamp"]=>
  int(1549450020)
  ["objectID"]=>
  string(12) "post-58926-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(216) "There is a mental health crisis underway in the lives of many young people, which is being made worse by punitive behaviour management models. Dr Asha Patel and Sal McKeown make a case for a more empathetic approach."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(414) "... Health research evidence. London: Children’s Society.Association of School & College Leaders, & National Children’s Bureau (2016). Keeping young people in mind – Findings from a survey of schools across England. London: Association of School & College Leaders & National Children’s Bureau.Loeber, R., Farrington, D. P., Stouthamer-Loeber, M., & Van Kammen ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(17) "Embracing Empathy"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Dr Asha Patel"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(11) "Sal McKeown"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(216) "There is a mental health crisis underway in the lives of many young people, which is being made worse by punitive behaviour management models. Dr Asha Patel and Sal McKeown make a case for a more empathetic approach."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5637) "whole-school approach to mental health, staff need to reflect on their practice and underlying attitudes. This can be a contentious issue and although many come to see that punitive approaches do not work, they are still very much in force in schools, if only subconsciously. This chart from James McTaggart (@JamesEdPsych) can help schools to reframe their thinking.Being a communicative schoolIf schools sign up to a policy where there are no detentions, where physical interventions are to be kept to a minimum, and fixed-term exclusions are used only as a last resort for a tiny minority of cases, they will need an alternative.  Increasing empathy in the classroom may be the solution to reducing school exclusions. If schools are going to make a difference to young people’s mental health, then everything is up for review: the language used, policies, behaviour management approaches and even the school day. Innovating Minds has worked with Young People’s Academy, where attendance was a key issue for the school. They found research that showed that Circadian rhythms are better in teenagers if they do not have too early a start, so now the school day starts later.Moving away from a punitive model of behaviour management towards a more therapeutic and empathetic one is an approach we, at Innovating Minds, have been promoting to educational professionals across the country. The work we do within the education sector has a strong evidence basis, as demonstrated by contemporary research from Stanford University, which reveals that school exclusion decreased by as much as 50 per cent when teachers adopted a more empathetic mindset towards their students’ behaviour.21By encouraging educators to reframe their perception of behaviour that is challenging through a compassionate lens, researchers found that pupils reported higher levels of respect for their teachers, which increased school connectedness, reduced disaffection and subsequent exclusions.22 Research shows clear links between ill mental health, student behaviour, school exclusions and projected life outcomes. Our experiences show that early psychological intervention in schools is imperative. Not only can it improve the emotional wellbeing of young people by reducing challenging behaviour and school exclusions, it may also provide school staff with a more constructive learning environment, increased job gratification and reduced burnout.Innovating Minds http://www.innovatingmindscic.com/ delivers bespoke therapeutic interventions, training and consultation to help individuals to access education, training and employment. Clinical Psychologists work from an early intervention approach within educational and community settings to create mentally healthy environments that have a sustainable impact.Dr Asha Patel studied psychology and criminology at Keele University before training as a Clinical Psychologist. She was the youngest on her doctorate course and worked in hospitals, prisons and secure mental health units before setting up her own award-winning community interest company Innovating Minds, which provides accessible psychological support to help young people with emotional and mental health problems in education, training or employment.Sal McKeown is a writer and freelance journalist focusing on disability, education and technology. A former teacher and lecturer in further education and for the Open University and Workers’ Educational Association, she is now a member of The Good Schools Guide’s special needs team and a judge for the Bett and Education Resources awards.NotesChildren’s Society (2008). The Good Childhood Inquiry: Health research evidence. London: Children’s Society.Association of School & College Leaders, & National Children’s Bureau (2016). Keeping young people in mind – Findings from a survey of schools across England. London: Association of School & College Leaders & National Children’s Bureau.Loeber, R., Farrington, D. P., Stouthamer-Loeber, M., & Van Kammen, W. B. (1998). Antisocial behaviour and mental health problems: Explanatory factors in childhood and adolescence. New York: Psychology Press, pp. 185-268.Unicef, The Body Shop International & The Secretariat for the United Nations Secretary-General (2006). Behind closed doors: The impact of domestic violence on children. New York: Unicef.McAndrew, S., Warne, T., Fallon, D., and Moran, P. (2011). Young, gifted and caring: A project narrative of young carers, their mental health, and getting them involved in education, research and practice. International Journal of Mental Health Nursing, 21(1): 12-19. https://www.ncbi.nlm.nih.gov/pubmed/21819510World Health Organization, (2018). Gaming Disorder. http://www.who.int/features/qa/gaming-disorder/en/ Arseneault, L., Bowes, L., & Shakoor, S. (2010). Bullying victimization in youths and mental health problems: Much ado about nothing? Psychological Medicine, 40(5):717-729. Department for Education (2017). Supporting mental health in schools and colleges. London: Department for Education. Department of Health & Social Care and Department for Education, (2018). Government response to the consultation on transforming children and young people’s mental health provision: A green paper and next steps. London: Department of Health & Social Care and Department for Education.BBC School Report (2017). BBC School Report—11–16 year-olds mental health survey. London: COMRES.Dray, J., Bowman, J., Wolfenden, L., Campbell, E.,"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(6) "survey"
        [1]=>
        string(9) "provision"
        [2]=>
        string(7) "england"
        [3]=>
        string(4) "2018"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(18) "Distance Education"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(38) "Emotional and Behavioural Difficulties"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Mental Health"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(17) "student wellbeing"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Distance Education

Embracing Empathy

6 Feb 2019

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£7.00+ VAT

Register for free

Cookies