UK Schools Research Articles

Willingness-to-taste in UK children aged 4-7 years was driven by contextual facilitation, not intervention, in a randomized controlled trial of sensory food education

Many children would benefit from a diet richer in vegetables and fruit. Reluctance to taste new foods is widely recognised as a barrier to healthy dietary variety in children. ‘Flavour School’ is a programme of ‘sensory food education’, aiming to increase children’s confidence and curiosity in exploring foods and flavours, especially vegetables and fruit. We report a pre-registered, cluster-randomised controlled trial to assess the outcomes of the Flavour School programme, in n=160 children aged 4-7 years from 5 UK schools in London and Leeds. Children either received the Flavour School programme (experimental group n=84) or no intervention (control group n=76), in a two-level design with children clustered within school classes. Data collection consisted of video recorded behavioural observation during a tasting activity designed to resemble a Flavour School activity, conducted before and after the intervention. Linear regression models were used to fit relationships between independent variables and outcomes; Willingness-to-taste, Enjoyment (positive/negative facial expression), and Expressiveness (change in facial expression). Most children engaged readily in the tasting activity at baseline. At follow-up children engaged with the tasting activity even more readily (on average biting one more food sample), with no significant effect of the intervention. We interpret these findings to indicate that intra-individual tasting behavior in children is context-dependent. Our results suggest that the context of sensory food education activities facilitates openness to tasting across the normal range of individual traits. However, we find no evidence that receiving sensory food education makes a reluctant taster into a less reluctant taster; no ‘curative’ effect of the intervention was observed. Rather, even usually fussy/reluctant children were often willing to have a go at tasting in the conducive context of an exploratory activity. Trial registrationISRCTN: 40249947 Date assigned 17/03/2020 Last edited 24/10/2022 Version 1.2 Trial Acronym OASES (Outcomes Assessment of Sensory Education in Schools)

Evaluating the impact of the universal infant free school meal policy on the ultra-processed food content of children’s lunches in England and Scotland: a natural experiment

BackgroundThe Universal Infant Free School Meal (UIFSM) policy was introduced in 2014/15 in England and Scotland for schoolchildren aged 4–7 years, leading to an increase in school meal uptake. UK school meals are known to be healthier and less industrially processed than food brought from home (packed lunches). However, the impact of the UIFSM policy on the quantity of ultra-processed food (UPF) consumed at school during lunchtime is unknown. This study aimed to evaluate the impact of the UIFSM policy on lunchtime intakes of UPF in English and Scottish schoolchildren.MethodsData from the UK National Diet and Nutrition Survey (2008–2019) were used to conduct a difference-in-difference (DID) natural experiment. Outcomes included school meal uptake and the average intake of UPF (% of total lunch in grams (%g) and % total lunch in Kcal (%Kcal)) during school lunchtime. The change in the outcomes before and after the introduction of UIFSM (September 2014 in England, January 2015 in Scotland) in the intervention group (4–7 years, n = 835) was compared to the change in an unexposed control group (8–11 years, n = 783), using linear regression. Inverse probability weights were used to balance characteristics between intervention and control groups.ResultsBefore UIFSM, school meal uptake and consumption of UPFs were similar in the intervention and control groups. The DID model showed that after UIFSM, school meal uptake rose by 25%-points (pp) (95% CI 14.2, 35.9) and consumption of UPFs (%g) decreased by 6.8pp (95% CI -12.5,-1.0). Analyses indicated this was driven by increases in minimally processed dairy and eggs, and starchy foods, and decreases in ultra-processed salty snacks, bread and drinks. The differences were larger in the lowest-income children (-19.3 UPF(%g); 95% CI -30.4,-8.2) compared to middle- and high-income children. Analyses using UPF %Kcal had similar conclusions.ConclusionsThis study builds on previous evidence suggesting that UIFSM had a positive impact on dietary patterns, showing that it reduced consumption of UPFs at school lunchtime, with the greatest impact for children from the lowest-income households. Universal free school meals could be an important policy for long term equitable improvements in children’s diet.

영국 학부모정책의 동향 및 시사점: 학부모 참여 활성화 및 책무성 강화를 위한 학부모정책

This study analyzed recent trends in UK parent involvement policies to draw implications for parent policies in South Korea. A comprehensive literature review revealed four key areas. First, while the UK has long encouraged parental involvement, recent discussions have increasingly centered on strengthening parental accountability. Second, the UK emphasizes the shared responsibilities of schools, students, and parents, as outlined in family-school agreements. Third, the UK's School Governing Bodies act as major decision-making bodies, while parent councils facilitate effective communication between schools and parents, and PTAs encourage active voluntary parental participation. Finally, the UK’s parent policies clearly define the roles, powers, and responsibilities of parents through systematic legal frameworks. Based on these findings, this study proposes enacting 「The Family and School Partnerships for Student Education Act」 and introducing the School-Parent Agreement system in Korea.

Exploring risk and resilience in school environments for students in kinship care

ABSTRACT Kinship care is provided by members of a child’s extended family or friend network when they can no longer live with their parents. This study explores risk and resilience in UK school environments for students in kinship care. Eight professionals experienced in working with students in kinship care and their schools took part in individual, semi-structured interviews. Interviews focussed on kinship students’ needs and how professionals perceive schools respond to those needs. Reflexive thematic analysis generated over-arching themes indicating that: children in kinship care have multiple needs and are looked after by kinship carers who find themselves “between a rock and a hard place”; in some schools kinship care is “under the radar”; other schools respond to kinship families with the attitude of “the apple doesn’t fall far from the tree”; and in some schools kinship care is “on the agenda”. A model is presented that integrates risk and protective factors within schools, generated from this study, with risk and protective factors for kinship students within families, identified by previous literature. Implications for educational psychology (EP) practice are presented, and further research needs discussed.

One-to-one counselling and school attendance in the UK: a single group pre-post study

ObjectiveAbsence rates remain high in UK schools, with negative implications for attainment, life chances and inequality. Reasons for non-attendance are complex but include psychosocial factors. Few UK-based studies have evaluated...

Retrofitting sustainable drainage systems in UK schools: assessing the impacts and challenges

Sustainable drainage systems (SuDS) mimic natural processes to manage stormwater runoff close to its source, encouraging infiltration, attenuation and passive treatment. SuDS can be used to mitigate flooding and provide increased climate resilience while simultaneously delivering amenity, biodiversity and economic benefits to local communities. Retrofitting SuDS is a complex process requiring a detailed understanding of localised and catchment-wide drainage issues, and necessitates extensive buy-in from multiple stakeholders. Mutual understanding and recognition of the benefits of SuDS retrofit opportunities is critical to their implementation and success. This paper appraises the key benefits and challenges of SuDS retrofit within schools. A qualitative and quantitative assessment using case studies from over 50 completed SuDS retrofit projects within schools across the UK, for a variety of clients, was conducted. Through implementation of these solutions, hydraulic models have demonstrated a reduction in peak flow rates of up to 87%, providing flood alleviation to the schools’ wider catchments and demonstration that SuDS can be used to provide reductions to combined sewer overflow spills. Barriers to implementation may be minimised by ensuring a client’s aims are fully understood and achievable, combined with a focus on stakeholder engagement throughout the decision-making process.

Distribution of radon in large workplaces: an analysis performed on radon levels measured in UK schools

Radon is a radioactive, carcinogenic gas formed by the radioactive decay of uranium and radium that occur naturally in small amounts in all rocks and soils. It is the largest single source of radiation exposure to the UK population, contributing to more than 1 100 lung cancer deaths each year according to an analysis conducted in 2005. Regulations exist to protect employees (and other persons) where radon concentrations exceed the reference level of 300 Bq m-3. Once the reference level is exceeded, annual doses of more than the public dose limit of 1 mSv a-1are considered to be excessive. A radon measurement campaign for schools, which started in 2009, generated a large dataset, including those with high numbers of simultaneous radon measurements. Radon data between buildings (e.g. homes) have been shown to correspond broadly to the lognormal distribution, after the additive contribution of outside air has been removed. However, there are fewer studies of the distribution of radon levels within a single, large property. Radon data collected from 533 UK schools with at least 20 valid, simultaneous results were analysed against several statistical models. In approximately 50% of schools the radon levels could be represented by the lognormal distribution and in 60% by the loglogistic lognormal distribution, the latter being a better fit probably owing to its lower sensitivity to the tails of the distribution. Qualitatively, the lognormal and the loglogistic probability plots appeared to be indistinguishable. These findings indicate that the lognormal and loglogistic might be appropriate models to characterise the distribution of radon in most large workplaces. For each statistical model, the two distribution parameters can be used to provide a better estimate of the average dose to the occupants. However, caution is required when assessing doses, since the average estimator of the radon concentration does not predict the highest value and may significantly underestimate or overestimate the dose in specific areas.

‘Learning German is like … ’: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study

ABSTRACT In England, motivation for language learning is low, especially for learning German at high school, with potentially negative educational and societal implications. Previous research has tended to overlook the relevance for low motivation of social factors such as negative messages in public discourse (Krüsemann, H. 2018. Language learning motivation and the discursive representations of German, the Germans, and Germany in UK school settings and the press. PhD diss., University of Reading.). This study therefore aimed to provide deeper insights through an investigation of 391 adolescent learners. They completed a questionnaire exploring not only their representations of German and the Germans (German*), their motivational beliefs about learning German, and whether they intended to continue studying it, but also how they perceived public views about German*. Whether all these factors, together with gender and socio-economic status (SES), predicted future German study intentions was also investigated. Findings showed that the negative public views highlighted by previous research were only partly mirrored in learner representations. Learners were more likely to continue German study if they believed others viewed German positively, if they had higher expectations for success, saw German as personally meaningful, and were female and of higher SES. The study thus presents new insights into motivation for learning German, providing empirical evidence for previously unsubstantiated claims of links between public discourse messages and learner motivation for German study.

Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8-year-old children

ABSTRACT Being in nature improves wellbeing and health, but opportunities for children to spend time outside in a natural environment can be limited. Forest School programmes offer this opportunity. This study aimed to examine whether participation in a 12-week Forest School programme would improve mood, self-esteem, spatial cognition and collaborative behaviour. One hundred and seventy-nine UK school children aged 7–8 years took part, with a final sample comprising 151 children. A Forest School and classroom group were assessed at baseline and after 12 weeks. Children who attended the Forest School rated themselves as less tired, less bored, calmer and happier than children in the classroom. There were also greater improvements in cooperation in Forest School attendees. There were no differences in self-esteem, but some initial evidence of better competence-related self-esteem. Performance on the spatial cognition task was unchanged. Our findings suggest that Forest School participation is beneficial for children’s mood and cooperation.

Assessing classroom ventilation rates using CO2 data from a nationwide study of UK schools and identifying school-wide correlation factors

Per-person ventilation rates were assessed from data measured in 322 UK schools throughout the Autumn term, 2023. It was found that the overall mean ventilation rate was 5.3 L s−1 p−1; rising to 6.8 L s−1 p−1 during warmer weather and falling to 3.8 L s−1 p−1 during colder weather. Daily mean CO2 levels recorded in the majority of schools consistently fell below the 1500 ppm threshold within government school ventilation guidance but the contribution of relatively few very high CO2 levels in some classrooms shows the need for targeted improvement and highlights the value of large-scale datasets. Exceedance of the 1500 ppm threshold rose to approximately 20% when the daily mean outdoor temperature fell to around 5 °C, indicating a barrier to ventilation. Controlling for outdoor temperature as a covariate, analysis of the CO2 measurements indicated schools in more-deprived regions, state-funded schools (relative to private), and secondary schools (relative to primary) exhibited statistically-significant higher CO2 concentration. Reassuringly, these findings remained unchanged when the analysis was deployed on estimated per-person ventilation rates; except that this enhanced analysis accounted for the greater CO2 production associated with older children and demonstrated that ventilation rates were not significantly different between primary and secondary schools.

Validation of the comprehensive assessment of acceptance and commitment therapy processes for youth: The CompACT‐Y

AbstractBackgroundAcceptance and Commitment Therapy (ACT) is a transdiagnostic approach which aims to increase psychological flexibility. Higher psychological flexibility has been associated with reduced psychological distress, mental health symptoms and improvements in well‐being and functioning. Reviews of ACT for children and young people (CYP) indicate it shows potential as an effective treatment for a range of difficulties, however a comprehensive measure of psychological flexibility processes does not exist for CYP. Following revision of the adult Comprehensive assessment of Acceptance and Commitment Therapy Processes (CompACT), through cognitive interviewing with adolescents and consultation with ACT experts, the present study aimed to assess the factor structure and validity of the revised youth measure (the CompACT‐Y).MethodThe CompACT‐Y measure was administered alongside measures of ACT processes, mental health and well‐being to 334 young people across six UK schools, to assess for convergent and concurrent validity.ResultsExploratory factor analysis indicated a 19‐item three‐factor structure was the most stable, with all items loading above 0.50. The CompACT‐Y correlated with measures of psychological flexibility (r = ‐0.64 – 0.66), mental health (r = −0.58 – −0.66), well‐being (r = 0.57–0.65) and behaviour (r = −0.63) as expected, indicating acceptable convergent and concurrent validity.ConclusionsThe CompACT‐Y appears to be a valid and reliable measure of psychological flexibility in young people. Further research is needed to replicate the findings and confirm factor structure, validity and reliability, particularly in younger adolescents and those from diverse backgrounds. The CompACT‐Y offers a promising tool to improve the methodological rigour of ACT studies in young people, and has implications for the use of ACT in clinical practice.

Young people at a crossroads: Climate solidarity through intergenerational storytelling

AbstractSchool‐based teaching on climate change rarely draws on diverse experiences and knowledge about climate change that circulate in migrant homes and communities. We set out to consider experiences of climate change education (CCE) in schools in Manchester, UK, and Melbourne, Australia, among migrant‐background students. We interviewed young people aged 14 to 18 and educators in multicultural secondary schools about climate change education. We then trained and supported young people to interview their parents. Here, we show how those interviews built young researchers’ appreciation of family stories. Those accounts revealed aspects of parents’ lives growing up that provided a platform from which families could discuss the changing relevance of climate change in their countries of origin and present locations. From those shared insights emerged critical, contextually informed understandings of climate change. Given those outcomes, we argue that intergenerational and cross‐cultural storytelling, when brought into dialogue with scientific knowledge, can support climate change educators. They can then draw upon a range of knowledges and responses to climate change wider than that, which currently exists in most classrooms. We conclude by suggesting that among diverse learner cohorts, what then becomes possible is work to build a greater sense of agency and capacity for empathy with respect to climate change.

Daylight and Electric Lighting in Primary and Secondary School Classrooms in the UK-An Observational Study.

Only a few recent studies report direct assessment or monitoring of light levels in the indoor learning environment, and no consensus exists on minimum exposures for children's health. For instance, myopia is a common progressive condition, with genetic and environmental risk factors. Reduced daylight exposure, electric lighting changes, increased near-work for school children, greater academic focus, and use of display screens and white boards may have important detrimental influences. Published assessment methods had varied limitations, such as incomplete compliance from participants wearing light loggers for extended periods. Climate-Based Daylight Modelling is encouraged in UK school design, but design approaches are impractical for post-occupancy assessments of pre-existing classrooms or ad hoc modifications. In this study, we investigated the potential for direct assessment and monitoring of classroom daylight and lighting measurements. Combined with objective assessments of outdoor exposures and class time use, the classroom data could inform design and light exposure interventions to reduce the various health impacts of inadequate daylight exposure. The relevant environmental measure for myopia depends on the hypothesized mechanism, so the illuminance, spectral distribution, and temporal light modulation from the electric lighting was also assessed.

Synthesizing perspectives: Crafting an Interdisciplinary view of social media's impact on young people's mental health.

This study explores the intricate relationship between social media usage and the mental health of young individuals by leveraging the insights of 492 UK school headteachers. It adopts a novel multidisciplinary approach, integrating perspectives from psychology, sociology, education studies, political science, philosophy, media studies, linguistics, social work, anthropology, and health sciences. The application of thematic analysis, powered by ChatGPT-4, identifies a predominantly negative perspective on the impact of social media on young people, focusing on key themes across various disciplines, including mental health, identity formation, social interaction and comparison, bullying, digital literacy, and governance policies. These findings culminated in the development of the five-factor Comprehensive Digital Influence Model, suggesting five key themes (Self-Identity and Perception Formation, Social Interaction Skills and Peer Communication, Mental and Emotional Well-Being, Digital Literacy, Critical Thinking, and Information Perception, and Governance, Policy, and Cultural Influence in Digital Spaces) to focus the impacts of social media on young peoples' mental health across primary and secondary educational stages. This study not only advances academic discourse across multiple disciplines but also provides practical insights for educators, policymakers, and mental health professionals, seeking to navigate the challenges and opportunities presented by social media in the digital era.

Reflective practice and feedback – empowering university students’ teaching of dance in UK state schools

ABSTRACT A mixed methods approach for gathering data was adopted to report Level 5, 2nd (N = 34; F27, M7) and Level 6, 3rd (N = 29; M5, F24) year University students’ (N = 63) reflections of dance practice at Leeds Beckett University in the north of England. Five research instruments were utilised to gather data: questionnaires (including both open and closed questions), semi-structured interviews, reflective logs, pictorial evidence and observations. Reflections from practising primary (N = 9; F7, M2) and secondary (N = 8; M1, F7) teachers and their young people (N = 904, 5 to 18-year olds) also informed the students’ practice. The students’ production of original dance teaching resources (N = 17) delivered at the University based professional development days, attended by delegates (N = 121) from across the UK, served to qualify the suitability of the teaching and resources. The collaboratively created resources are highlighted as beneficial to enhance learning, teaching, self-efficacy, resilience and employability. The main aim and question therefore being realised, how to support and enhance the learning and teaching of dance in UK schools.

Unveiling heteronormativity: a visual exploration of LGBT+ teachers’ experience using photo elicitation

ABSTRACT At a time when UK schools are experiencing backlash for ensuring their LGBT+ colleagues and students are included, this article examines the ways in which schools create and uphold cisgender heterosexuality as the dominant narrative. The article presents the findings from four participants who took part in a photo elicitation study to represent their experiences as LGBT+ secondary school teachers in England. The photos and interviews reveal the myriad ways in which cisgender heteronormativity is produced in schools. The data also provides vital examples of how this dominant discourse is beginning to be challenged, and where small everyday acts can successfully disrupt the production of heteronormativity.

‘English as an additional language’, ‘multilingual’, and ‘vulnerable’: a reflexive account of the labelling practices surrounding school pupils in a researcher-practitioner collaboration

ABSTRACT Despite their diversity, UK school pupils with non-English home languages are uniformly labelled English as an additional language (EAL), presupposing linguistic deficiencies and academic challenges; thus, equating multilingualism with vulnerability. As part of a researcher-practitioner collaboration with a London primary school, we explore how researchers and educators assign and contest the labels EAL, multilingual, and vulnerable. Through this, we reflexively consider whether changing discourses around multilingualism can minimise potential vulnerabilities associated with EAL. We argue that researchers play a crucial role in mitigating a priori categorisation of EAL pupils and expose the impact of our agenda on potentially vulnerable pupils.

Transactional Analysis Proficiency Awards for Adolescents

A comprehensive review of how adolescence is a period of major transition is followed by the suggestion that a transactional analysis programme that has been running internationally for several years might usefully be introduced into UK schools, and readers are invited to become involved.

"How I would like AI used for my imaging": children and young persons' perspectives.

Artificial intelligence (AI) tools are becoming more available in modern healthcare, particularly in radiology, although less attention has been paid to applications for children and young people. In the development of these, it is critical their views are heard. A national, online survey was publicised to UK schools, universities and charity partners encouraging any child or young adult to participate. The survey was "live" for one year (June 2022 to 2023). Questions about views of AI in general, and in specific circumstances (e.g. bone fractures) were asked. One hundred and seventy-one eligible responses were received, with a mean age of 19 years (6-23 years) with representation across all 4 UK nations. Most respondents agreed or strongly agreed they wanted to know the accuracy of an AI tool that was being used (122/171, 71.3%), that accuracy was more important than speed (113/171, 66.1%), and that AI should be used with human oversight (110/171, 64.3%). Many respondents (73/171, 42.7%) felt AI would be more accurate at finding problems on bone X-rays than humans, with almost all respondents who had sustained a missed fracture strongly agreeing with that sentiment (12/14, 85.7%). Children and young people in our survey had positive views regarding AI, and felt it should be integrated into modern healthcare, but expressed a preference for a "medical professional in the loop" and accuracy of findings over speed. Key themes regarding information on AI performance and governance were raised and should be considered prior to future AI implementation for paediatric healthcare. Artificial intelligence (AI) integration into clinical practice must consider all stakeholders, especially paediatric patients who have largely been ignored. Children and young people favour AI involvement with human oversight, seek assurances for safety, accuracy, and clear accountability in case of failures. Paediatric patient's needs and voices are often overlooked in AI tool design and deployment. Children and young people approved of AI, if paired with human oversight and reliability. Children and young people are stakeholders for developing and deploying AI tools in paediatrics.

The Googlization of the classroom: Is the UK effective in protecting children's data and rights?

There has been an explosion in uses of educational technology (EdTech) to support schools’ teaching, learning, assessment and administration. This article asks whether UK EdTech and data protection policies protect children's rights at school. It adopts a children's rights framework to explore how EdTech impacts children's rights to education, privacy and freedom from economic exploitation, taking Google Classroom as a case study. The research methods integrate legal research, interviews with UK data protection experts and education professionals working at various levels from national to local, and a socio-technical investigation of the flow of children's data through Google Classroom. The findings show that Google Classroom undermines children's privacy and data protection, potentially infringing children's other rights. However, they also show that regulation has impacted on Google's policy and practice. Specifically, we trace how various governments’ deployment of a range of legal arguments has enabled them to regulate Google's relationship with schools to improve its treatment of children's data. Although the UK government has not brought such actions, the data flow investigation shows that Google has also improved its protection of children's data in UK schools as a result of these international actions. Nonetheless, multiple problems remain, due both to Google's non-compliance with data protection regulations and schools’ practices of using Google Classroom. We conclude with a blueprint for the rights-respecting treatment of children's education data that identifies needed actions for the UK Department for Education, data protection authority, and industry, to mitigate against harmful practices and better support schools.