Teacher Research Engagement – Overcoming Barriers

Obstacles to teachers engaging in and with research can be a combination of their own reservations and voices of dissent from policy makers and school leaders. Claire Harley proclaims the importance of research informed practice and how barriers can be removed.

There has been a notable shift towards research engagement in schools. Exponentially, charities, universities, academics, consultants, teaching schools and other external organizations have declared support for the use of educational research in schools. The pursuit of research informed practice can positively support the teaching profession and should be encouraged , but how can this be achieved?

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      string(4072) "staff and children alike. Security may have been shaken and worries of own mental health or those close to them. Many ritual and cultural normality’s routines around death may not have happened and limited support from the wider community. School leaders need to be attentive to these experiences and acknowledge bereavement and agree strategies and support for those managing grief.Continuous Professional Development considerationsWhat training have you, and the staff had in regard to anxiety?Are there any local services that can provide training opportunities or build connections regarding anxiety including family support?How will you collate the knowledge and skills of staff, confidence levels on how staff will deal with children in heightened anxiety states?Have you noticed any anxiety behaviours in staff members? What can the Senior Leadership Team do to support this need?Some adults in your provision may of experiences previous trauma and adverse childhood experiences and student’s behaviour may trigger their own memories. Would it be suitable to organise supervision for staff members?Have you got capacity to create a Wellbeing Team- who are on hand to deal with students at all times? On this note, are the staff in previous pastoral roles have empathy towards students and family’s situations? How can you improve this department?Referencesi Department of Education (2015, January) Special educational and disability code of practice: 0-25. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdfDepartment Of Education and Children’s Commissioner (2020, September) Stress among children in England during the coronavirus lockdown. Retrieved from https://www.childrenscommissioner.gov.uk/wp-content/uploads/2020/09/cco-stress-among-children-in-england-during-the-coronavirus-lockdown.pdfYoungMinds (2021) Supporting your child with trauma. Retrieved from https://youngminds.org.uk/find-help/for-parents/parents-guide-to-support-a-z/parents-guide-to-support-trauma/Prestia D, Pozza A, Olcese M, Escelsior A, Dettore D and Amore M (2020) the impact of Covid-19 pandemic on patients with OCD: Effects of contamination symptoms and remission state before the quarantine in preliminary naturalistic study. Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics and infant-Maternal Science, Section of Psychiatry, University of Genoa, ItalyPublic Health England (2020, December) Prescribed medication review: what this report means for patients. Retrieved from https://www.gov.uk/government/publications/prescribed-medicines-review-report/prescribed-medicines-review-what-this-report-means-for-patientsNHS (2020, October) Mental Health of Children and Young People in England, 2020: Wave 1 follow up to the 2017 survey. Retrieved from https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2020-wave-1-follow-upThe Recovery Clinic (2019, September) Why you might be self-harming without know it. Retrieved from https://www.therecoverclinic.co.uk/self-harming/Crenna-Jennings (2021) Young People’s mental and emotional health: Trajectories and drivers in the childhood and adolescence. Retrieved from https://epi.org.uk/wp-content/uploads/2021/01/EPI-PT_Young-people%E2%80%99s-wellbeing_Jan2021.pdfGoodTherapy (2019) Self harm. Retrieved from https://www.goodtherapy.org/learn-about-therapy/issues/self-harmMind (2020) Self-harm. Retrieved from https://www.mind.org.uk/media-a/5783/self-harm-2020.pdfLittle A (2021) Economic evaluation of Place2Be Counselling Services in schools. Retrieved from https://www.place2be.org.uk/media/5cgpoqiz/economic-evaluation-of-place2be-counselling-service.pdfLongfield, A (2021) Lockdown school closures mean we need to act now to save child’s education and wellbeing. Retrieved from https://www.childrenscommissioner.gov.uk/2021/01/05/lockdown-school-closures-mean-we-need-to-act-now-to-save-childrens-education-and-wellbeing/"
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Inclusion

How To Support The Emotional Needs Of Students Through Lockdown

24 Jun 2021

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Creative Teaching & Learning

Recording: Session One: Using Visual Tools Course

18 Jun 2021

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Inclusion

Book Talking

14 Jun 2021

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Inclusion

Having Difficulty With Reading and Writing Shouldn’t Be A Barrier To Learning

14 Jun 2021

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Blogs

Social Inclusion for Social Mobility – A New Way of Thinking

13 Jun 2021

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