Schools In England Research Articles

Self-administration of medicines in secondary schools and colleges by students living with medical conditions: content analysis of school medicine policies in England

Abstract Introduction Every school in England is required to have a policy to support students with a medical condition under statutory guidance issued by the Department for Education.[1] The guidance promotes self-administration of medicines where possible, supervised by an adult. Transition from paediatric to adult healthcare during adolescence should be a process of gradually transferring control and responsibility from parents and other responsible adults to the young person taking the medicine. There are several barriers that might prevent autonomy, but effective self-management of long-term conditions at school is essential for wellbeing and learning.[2] Aim To explore secondary school/college medicine policies displayed online for content regarding the self-administration of medicines by students. Methods This was a group project involving six MPharm students. Each student was assigned one or two of the nine regions of England to explore, covering all regions, and they used search engines to find school websites with accessible health/medicine policies. The group employed purposive sampling within their Region to achieve a diverse sample of schools (e.g. nursery age to college; urban and suburban; public and private/fee-paying). An online data collection form was developed by the group to facilitate consistent, directed content analysis of school health/medicine policies (quantitative and qualitative). The topics reflected issues of interest from their literature review e.g. which medicines were mentioned by name in the policy, and arrangements for bringing long-term medicines to school. One topic within the form was to search for content relating to self-administration of medicines. For this abstract, within the wider study, the policies were subjected to directed content analysis to find any statements relating to self-administration. Results The students analysed 50 school policies across England (3 East Midlands; 1 East of England; 8 London; 7 North East; 8 North West; 10 South East; 4 South West; 4 West Midlands; 5 Yorkshire & Humber). Eighteen of the 25 secondary school/college policies included statements about self-administration of medicines. Many (n=13) were comprehensive, stating that young people with medical conditions should assume complete responsibility under parental supervision. Others (n=4) specified partial self-administration for diabetes, asthma or severe allergies. The remaining school, however, specified that their students could not keep or carry any essential medicines, apart from salbutamol inhalers. Conclusion Most schools have adopted a positive approach to self-administration of medicines consistent with the recommendations of statutory guidance. There is, however, some variation in this approach and a minority of schools that do not promote self-medication and thus still prefer to keep medication stored away from the student. This study highlights a context not commonly studied in pharmacy practice, which is a strength, but has a limitation of a small sample that might not reflect the whole situation in England. Another limitation is possible omission of information by the student researchers, where independent validation by another person would be ideal but not practical in the scope of the short-term study. Pharmacists are well-placed to offer support to schools, and to be a resource for teachers, students and families, and this topic merits further exploration.

Using Reflection to Engage with the Affective Domain in Legal Education in the Context of Cultural and Institutional Diversity

In legal education, the affective domain plays a vital role in shaping future lawyers’ professional identities, values and ethical decision-making capabilities. However, law schools in England and Wales face specific challenges in addressing the affective domain successfully in the context of cultural and institutional diversity. These include the predominant emphasis on doctrinal instruction and analytical thinking, neglecting emotional intelligence and ethical development and the emotional demands placed on law students. Law schools must also address implicit biases, combat discrimination and foster a supportive and inclusive environment. To overcome these challenges, law schools can integrate courses addressing the affective domain, offer opportunities for self-reflection, mentorship and peer support and invest in faculty development programmes. Collaboration with the legal profession can also bridge the theory–practice gap. By understanding and addressing these challenges, law schools can equip students with emotional intelligence, empathy and ethical foundations for successful legal careers.

My Perfect Partner: Using Creative Methods to Address Gender Based Violence

Young people aged 16-24 are most at risk of relationship abuse and intimate partner violence, The UK definition of domestic violence includes incidences of abuse between people aged 16 or over, but young people below the age of 16 are also at risk of relationship abuse. Relationship education became compulsory in schools in England and Wales in September 2020. There is increasing recognition of the need for whole school approaches to prevent gender-based violence from happening in the first place, and for equipping schools to teach relationship education and to feel more confident supporting young people affected by gender-based violence (GBV). Drawing on our experiences of delivering relationship education in both mainstream and special educational needs and disabilities (SEND) schools in England since 2012, this paper argues creative arts-based methods can be an effective tool in DA prevention and intervention. The paper explores young peoples views of healthy and unhealthy relationships, and ideals of the 'perfect partner', mediated through gender, body image and social media. We present material co-produced with young people in school, including art, drama, poetry and song. We discuss how creative methods are useful as both a research and prevention tool, and the social impact of research derived knowledge on both participants and the wider school community.

Allergies: Schools need to be better prepared and equipped

A new report published by the Benedict Blythe Foundation suggests that most schools in England are inadequately equipped to protect children with food allergies. Dorothy Lepkowska explains

Changes in the number and outcome of takeaway food outlet planning applications in response to adoption of management zones around schools in England: A time series analysis

Physical exposure to takeaway food outlets (“takeaways”) is associated with poor diet and excess weight, which are leading causes of excess morbidity and mortality. At the end of 2017, 35 local authorities (LAs) in England had adopted takeaway management zones (or “exclusion zones”), which is an urban planning intervention designed to reduce physical exposure to takeaways around schools. In this nationwide, natural experimental study, we used interrupted time series analyses to estimate the impact of this intervention on changes in the total number of takeaway planning applications received by LAs and the percentage rejected, at both first decision and after any appeal, within management zones, per quarter of calendar year. Changes in these proximal process measures would precede downstream retail and health impacts. We observed an overall decrease in the number of applications received by intervention LAs at 12 months post-intervention (6.3 fewer, 95% CI -0.1, -12.5), and an increase in the percentage of applications that were rejected at first (additional 18.8%, 95% CI 3.7, 33.9) and final (additional 19.6%, 95% CI 4.7, 34.6) decision, the latter taking into account any appeal outcomes. This effect size for the number of planning applications was maintained at 24 months, although it was not statistically significant. We also identified three distinct sub-types of management zone regulations (full, town centre exempt, and time management zones). The changes observed in rejections were most prominent for full management zones (where the regulations are applied irrespective of overlap with town centres), where the percentage of applications rejected was increased by an additional 46.1% at 24 months. Our findings suggest that takeaway management zone policies may have the potential to curb the proliferation of new takeaways near schools and subsequently impact on population health.

Turning around ‘stuck’ schools in England: effective leadership in extremely challenging circumstances

Turning around ‘stuck’ schools in England: effective leadership in extremely challenging circumstances

A survey of children’s learning and non-cognitive attitudes in England and Pakistan

ABSTRACT Children’s learning attitudes and social emotional skills can be shaped by their family background and school experiences. This study compares 832 children aged 10–11 years old attending primary and middle schools in England and Pakistan, who completed a survey of non-cognitive skills and learning attitudes. Any comparison is cross-sectional and does not necessarily imply a causal relationship. The findings suggest that children in the sample from England were more developed than their counterpart sample in Pakistan in teamwork, social engagement, adaptability, problem solving and empathy. However, the children from Pakistan showed higher resilience and reported more happiness with general life than their counterparts in England. Policy level changes are suggested for Pakistan to give schools more mixed intakes of children and environments where they feel safe, cared for, and are fairly treated by teachers. Improving children’s resilience in academic activities can be useful for schools in England.

The use of critical communicative methodology as a collaborative research approach to enhance co-creation of inclusive practices in schools

ABSTRACT This paper explores the use of Critical Communicative Methodology (CCM) as a collaborative research approach to co-construct knowledge with participants in a research project aimed to enhance the inclusion of students with special educational needs and/or disabilities (SEND) in three mainstream schools in England. The paper discusses how collaboration between researchers and research participants (i.e. school staff, parents and students), based on egalitarian dialogue, created knowledge co-construction through the use of reflective conversations, communicative focus groups and communicative observations. By describing the design of the project and reflecting on the decisions taken with the participants, the paper highlights how CCM supported the researchers and the participants in reconsidering their assumptions towards inclusive practices. The paper also shows how the generation of qualitative findings with the participants led to the co-creation of a toolkit to improve the services schools provide to students with SEND and their families. The main ethical issues, the unique role of CCM, and challenges in its implementation are discussed. It is concluded that CCM can enhance inclusive practices in an inclusive way based on egalitarian dialogue between academic- and practice-based knowledge co-construction.

The Chain Mediating Role of Teachers' Job Stress in the Influence of Distributed School Leadership on Job Satisfaction: Evidence from China, the United States, England, and Australia.

Distributed leadership has been shown to improve teacher job satisfaction and reduce teacher job stress. However, few studies have thoroughly explored the indirect effects of distributed leadership on increasing the teachers' burden in school administration and management, thereby increasing work stress, and decreasing job satisfaction. Data from the Teaching and Learning International Survey were analyzed to investigate the relationships among distributed school leadership, teachers' job stress, and job satisfaction. A total of 3976 teachers from 198 junior high schools in Shanghai, 2560 teachers from 166 junior high schools in the United States, 2376 teachers from 157 junior high schools in England, and 3573 teachers from 238 junior high schools in Australia were selected and examined using structural equation modeling. The results revealed that distributed school leadership directly predicted teachers' job satisfaction; teachers' job stress had an independent mediating effect on distributed leadership and teachers' job satisfaction, whereas teachers' time spent participating in school leadership had no mediating effect. We discuss the benefits of distributed school leadership on teachers' job satisfaction and the possible mechanisms for promoting it in practice.

Peer inclusion and school equality norm associations with intergroup contact, and academic self‐efficacy amongst ethnic majority and ethnic minority youth

AbstractSocial norms are important predictors of youth attitudes and behaviours. There is substantial evidence that positive and meaningful intergroup contact supported by inclusive norms can have a range of benefits beyond prejudice reduction. The present research explores whether perceived peer inclusion norms and perceived norms of equality in school are associated with better quality and more frequent intergroup contact and in turn, whether these are associated with better academic self‐efficacy. To test these assertions, we conducted a cross‐sectional survey with ethnic majority and ethnic minority youth aged 11–12 (n = 629, 48% female, 43% minority ethnic) attending one of four ethnically diverse secondary schools in England. In support of our hypotheses, we found that both perceived inclusive peer norms and perceived school equality norms were associated with higher quantity and quality of contact for both ethnic majority and minority group youth. An indirect effect was observed whereby perceived peer norms of inclusion and school norms of equality were associated with higher academic self‐efficacy through higher quality outgroup contact for both groups. No indirect effect was observed for contact quantity. Findings evidence the importance of perceived peer and school equality norms as well as intergroup contact effects for outcomes that go beyond prejudice reduction, in this case academic self‐efficacy.

Corrigendum to “School leaders leading anti-racism and inclusion: Evidence from schools in England”

Corrigendum to “School leaders leading anti-racism and inclusion: Evidence from schools in England”

Supporting primary teachers to address loss and death in the classroom: a case study of an interdisciplinary, creative pedagogical intervention using education, children’s literature, architecture/design and the arts

ABSTRACT Schools inevitably face difficult discussions with children about loss and death, irrespective of whether it is factored into formal teaching. A range of societal factors in many countries, not least a lack of training, compound to leave many teachers unprepared to manage these sensitive issues. Whilst resources and guidance are widely available, there is a gap in generating pedagogical tools which are underpinned by solid theoretical grounding. This article addresses that gap, reporting on a case study of staff (n = 12) working in an infant school in England, where an interdisciplinary project was implemented to explore whether creative pedagogies could empower staff to address these difficult topics with young children. Contextualised within thanatology, (the study of death and its social practices), an intervention was designed and co-created with teachers synthesising education, literature, architecture/design and the arts. The paper details its theoretical and practical development, and the participants’ responses to it. The article concludes that despite initial ambivalence among some school staff about using creative pedagogies, responses at the end of the study were positive and confidence had increased. The need for theoretically sound approaches is supported as part of the long-advocated calls for mandatory death/life education, although the potential dissonance between academics and practitioners’ views about the value of theory is acknowledged. However, the paper argues that co-created interdisciplinary projects such as this can help bridge theory-practice divides. Furthermore, they can offer practical spaces for reflection and confidence building in time-effective ways to benefit teachers and children.

Context, challenge and professional wisdom - stories of contemporary school chaplaincy

ABSTRACT This article explores the role of the chaplain in Catholic schools in England and some of the contemporary challenges. There is a focus on two issues in particular: the celebration of liturgy and the participation of non-Catholic children and the inclusion of LGBTQ+ children in the Catholic school. This article draws out some of the tensions between the pastoral sensitivities around participation in liturgy and the directives of the Prayer and Liturgy Directory and the complexity of the legal and pastoral inclusion of LGBTQ+ children.

Investigating the air quality surrounding new schools in England: polluted playgrounds and school buildings are a source of avoidable harm

ObjectiveTo assess levels of pollutants at the sites of new schools and whether pupils are likely to be protected from associated risks.SettingAir pollution causes damage to children’s health by increasing...

Enabling collaborative lesson research

AbstractIn this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is “held accountable for its relevance to practice” because “that relevance can only be validated by practitioners” (Stenhouse, 1988, p. 49).

Fail to plan, plan to fail. Are education policies in England helping teachers to deliver on the promise of democracy?

AbstractThis paper examines three questions: (1) (How) Is democracy promoted in secondary schools in England? (2) How is the promotion of democracy understood in education and teacher education policy? and (3) To what extent does existing education policy benefit the promotion of democracy in schools in England? To explore these questions, we first discuss the policy landscape surrounding democratic education in England. We then outline our data collection and analysis methods, which comprised (a) the coding of ten different policy documents, including curriculum specifications, teaching standards and inspection frameworks, and (b) the utilisation of an original survey of more than 3000 teachers working in approximately 50% of all secondary schools in England. Together, our data allow us to raise three important points. First, education and teacher education policy neglects to specify ‘how’ democracy should be promoted and by ‘whom’. Second, schools are offering scant provision of democratic education. Third, the majority of teachers feel fundamentally underprepared to teach democracy. We conclude this paper by arguing that, if policymakers do wish to promote democracy, there is a need for a cohesive policy and teacher education approach that guarantees democratic education for all.

The Mentors in Violence Prevention programme: impact on students’ knowledge and attitudes related to violence, prejudice, and abuse, and willingness to intervene as a bystander in secondary schools in England

BackgroundViolence is a leading cause of death and disability for young people and has serious impacts on prospects across the lifecourse. The education sector is a crucial setting for preventing youth violence through incorporating programmes that address attitudes and behaviours. The Mentors in Violence Prevention (MVP) programme aims to change harmful attitudes and norms, and increase non-violent bystander intervention, through a peer mentoring approach. To date there is limited evidence on the effectiveness of the intervention in UK school settings. The aim of the current study was to evaluate the impact of the programme on students’ attitudes and knowledge related to violence prevention.MethodsThe study employed a mixed methods design. Pre and post surveys measured changes in students’ (aged 11–18) attitudes and knowledge related to violence prevention and bystander behaviour, gender stereotyping, acceptability of violence, and perceptions of others’ willingness to intervene. Interviews/focus groups with programme delivers and students, and anonymised programme data were used to explore and supplement survey findings.ResultsOverall, perceptions of the programme content and delivery were positive. Several beneficial impacts of the programme were found for mentors (students delivering the programme), including significant positive changes on measures of knowledge and attitudes towards violence prevention and the bystander approach, acceptability of violence perpetration, and perceptions of other students’ willingness to intervene (effect sizes were small-medium). However, the study found no significant change on any of the outcomes amongst mentees (younger students receiving the programme from mentors). Despite this, qualitative evidence suggested mentees enjoyed the content of the programme and the peer-led delivery, and this built relationships with older students. Qualitative evidence also identified additional benefits of the programme for mentors, including leadership and communication skills, and increased confidence and supportive relationships.ConclusionsEvidence from this study suggests MVP is effective as a targeted programme for mentors, but no significant evidence was found to demonstrate its effectiveness as a universal bystander and violence prevention programme for mentees. Whilst further research with more robust study design is needed, developing mentors as leaders in violence prevention is a valuable impact of the programme in its own right.

Islam as educational knowledge: challenges and barriers to the development of a Religion and Worldviews approach to teaching Islam in schools

ABSTRACT This article discusses the way teachers in primary and secondary schools in England engaged with a project to develop a Worldviews approach to Islam in the RE classroom. The project identified challenges and barriers to the teaching of Worldviews that were demonstrated by some teachers’ unwillingness to engage with knowledge and curriculum content that they believed to be illegitimate or controversial. The authors use Basil Bernstein’s idea of educational knowledge to explore the way teachers made decisions about what pupils should be permitted to learn about and what should be ignored in relation to Islam.

Temperature and school absences: evidence from England

Extreme temperature affects children’s health, cognitive abilities, and behavior with implications for human capital accumulation. For example, several studies documented both heat and cold to decrease cognitive abilities and being consequential for test scores. An alternative, less explored pathway, by which temperature is consequential for educational achievement, is absenteeism. In this study, we explore how heat affects school attendance leveraging administrative data on more than 22,000 schools in England from the school years 2011/2012 to 2018/2019. Using a fixed-effects approach largely used in the literature, we exploit the variations in temperature by school year to estimate the effect of heat and cold days on absences. The results expose hot days to increase absences. Inquiring specific types of absences, we observe hot days to increase illness-related absences and authorized holidays. Conversely, we do not find any substantive impact of cold exposure, except for illness-related absences in energy-poor neighborhoods. In conclusion, we provide additional evidence on the impact of temperature on children and propose an alternative pathway through which societal challenges associated with climate change and energy poverty could affect human capital accumulation.

The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children.

Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children's PA participation were collected. Children's FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks.