Secondary Schools In England Research Articles

Exploring associations with mathematics dispositions: a novel perspective combining measurement and set-theoretic analytical approaches

ABSTRACT In this paper, we approach modelling mathematics dispositions from a different methodological perspective in order to shed more light into the complex interplay between teaching practices and students’ learning outcomes. We draw on survey data from around 5000 students from Year 7–11 (age 11–16) from 40 Secondary schools in England. Our methodological approach includes Rasch modelling to produce measures of attitudinal outcomes as well as students’ perceptions of pedagogic practices. We then employ fuzzy-set Qualitative Comparative Analysis (fs/QCA) to explore the relationships between students’ characteristics and the perceived type of teaching they receive in mathematics. We use two measures of ‘transmissionist teaching’ which aim to quantify the degree to which teaching practices are perceived as ‘teacher-centred’. One measure gives the students’ perceptions and the other gives the teacher’s perspective. We find that different configurations of student and teacher perceptions of transmissionist teaching are associated with high and low mathematical dispositions for different year groups and for boys and girls. We discuss the methodological merits of this approach along with the substantive educational implications of these findings.

COVID-19 Outbreaks Following Full Reopening of Primary and Secondary Schools in England: Retrospective, Cross-Sectional National Surveillance

Background: The full reopening of schools in September 2020 was associated with an increase in COVID-19 cases and outbreaks in educational settings across England.Methods: Primary and secondary schools reporting an outbreak (≥2 laboratory-confirmed cases within 14 days) to Public Health England (PHE) between 31 August and 18 October 2020 were contacted to complete an online questionnaire.Interpretation: There were 969 primary (n=450) and secondary school outbreaks (n=519) reported to PHE, representing 3% of primary schools and 15% of secondary schools in England. Of the 369 schools contacted, 190 geographically-representative schools completed the questionnaire; 2,425 cases were reported. Secondary school students (1.20%; 95%CI, 1.13-1.28%) had higher attack rates than primary school students (0.84%; 95%CI, 0.75-0.94%). Outbreaks were larger and across more year groups in secondary schools than in primary schools. When an outbreak occurred, attack rates were higher in staff (926/19,083; 4.85%; 95%CI, 4.55-5.17%) than students, especially among primary school teaching staff (378/3852; 9.81%; 95%CI, 8.90-10.82%) compared to secondary school teaching staff (284/7146; 3.97%; 95%CI, 3.79-5.69%). Staff represented 59% (471/799) of cases in primary school outbreaks and 27% (410/1515) in secondary schools (PConclusions: Secondary schools were more likely to be affected by a COVID-19 outbreak than primary schools and to experience larger outbreaks across multiple school years. The higher attack rate among teaching staff during an outbreak suggests that additional protective measures may be needed.Funding Statement: This surveillance was internally funded by PHE and did not receive any specific grant funding from agencies in the public, commercial or not-for-profit sectors.Declaration of Interests: The authors declare no conflicts of interest.Ethics Approval Statement: PHE has legal permission, provided by Regulation 3 of The Health Service (Control of Patient Information) Regulations 2002, to process patient confidential information for national surveillance of communicable diseases and as such, individual patient consent is not required.

Heterogeneous effects of missing out on a place at a preferred secondary school in England

Schools vary in quality, and high-performing schools tend to be oversubscribed: there are more applicants than places available. In this paper, we use nationally representative cohort data linked to administrative education records to study the consequences of failing to gain admission to one’s first-choice secondary school in England. Our empirical strategy leverages features of the institutional setting and the literature on school choice to make a case for a selection-on-observables identifying assumption. Failing to gain a place at a preferred school had null to small impacts on short-run academic attainment, but was associated with reductions in mental health and increased smoking rates in early in adulthood. In areas which deployed a manipulable assignment mechanism to allocate school places, we detected detrimental effects on high-stakes examination outcomes. Our results show that schools are important in shaping more than just test scores, and that the workings of the school admission system play a fundamental role in ensuring access to good schools.

Literacy for life: evaluating the National Literacy Trust’s bespoke programme for schools

ABSTRACT This paper presents an evaluation of “Literacy for Life” (LfL) – a whole-school literacy programme, implemented in five secondary schools in England. The aims of LfL were to improve literacy attainment and to promote positive attitudes to reading and writing. However, when compared to other schools, there is little or no evidence that being in a LfL school, had any differential benefit for pupils’ attainment. In LfL schools, the gap for disadvantaged pupils and those with SEN grew in the early years of the intervention. There is also no evidence from repeated surveys that pupils’ attitudes to and enjoyment of reading showed any improvement. As such, LfL did not achieve its intended objectives. This matters because, despite limited evidence in its favour, schools continue to use it and programmes similar to it. We argue that programmes such as LfL, which are implemented on a whole-school level, need to be based upon evidence-informed approaches.

COVID-19 Outbreaks Following Full Reopening of Primary and Secondary Schools in England: Retrospective, Cross-Sectional National Surveillance

Background: The full reopening of schools in September 2020 was associated with an increase in COVID-19 cases and outbreaks in educational settings across England. Methods: Primary and secondary schools reporting an outbreak (≥2 laboratory-confirmed cases within 14 days) to Public Health England (PHE) between 31 August and 18 October 2020 were contacted to complete an online questionnaire. Interpretation: There were 969 primary (n=450) and secondary school outbreaks (n=519) reported to PHE, representing 3% of primary schools and 15% of secondary schools in England. Of the 369 schools contacted, 190 geographically-representative schools completed the questionnaire; 2,425 cases were reported. Secondary school students (1.20%; 95%CI, 1.13-1.28%) had higher attack rates than primary school students (0.84%; 95%CI, 0.75-0.94%). Outbreaks were larger and across more year groups in secondary schools than in primary schools. When an outbreak occurred, attack rates were higher in staff (926/19,083; 4.85%; 95%CI, 4.55-5.17%) than students, especially among primary school teaching staff (9.81%; 95%CI, 8.90-10.82%) compared to secondary school teaching staff (3.97%; 95%CI, 3.79-5.69%). Staff represented 59% (471/799) of cases in primary school outbreaks and 27% (410/1515) in secondary schools (PConclusions: Secondary schools were more likely to be affected by a COVID-19 outbreak than primary schools and to experience larger outbreaks across multiple school years. The higher attack rate among teaching staff during an outbreak suggests that additional protective measures may be needed. Funding: PHE

A school-based social-marketing intervention to promote sexual health in English secondary schools: the Positive Choices pilot cluster RCT

Background The UK still has the highest rate of teenage births in western Europe. Teenagers are also the age group most likely to experience unplanned pregnancy, with around half of conceptions in those aged < 18 years ending in abortion. After controlling for prior disadvantage, teenage parenthood is associated with adverse medical and social outcomes for mothers and children, and increases health inequalities. This study evaluates Positive Choices (a new intervention for secondary schools in England) and study methods to assess the value of a Phase III trial. Objectives To optimise and feasibility-test Positive Choices and then conduct a pilot trial in the south of England assessing whether or not progression to Phase III would be justified in terms of prespecified criteria. Design Intervention optimisation and feasibility testing; pilot randomised controlled trial. Setting The south of England: optimisation and feasibility-testing in one secondary school; pilot cluster trial in six other secondary schools (four intervention, two control) varying by local deprivation and educational attainment. Participants School students in year 8 at baseline, and school staff. Interventions Schools were randomised (1 : 2) to control or intervention. The intervention comprised staff training, needs survey, school health promotion council, year 9 curriculum, student-led social marketing, parent information and review of school/local sexual health services. Main outcome measures The prespecified criteria for progression to Phase III concerned intervention fidelity of delivery and acceptability; successful randomisation and school retention; survey response rates; and feasible linkage to routine administrative data on pregnancies. The primary health outcome of births was assessed using routine data on births and abortions, and various self-reported secondary sexual health outcomes. Data sources The data sources were routine data on births and abortions, baseline and follow-up student surveys, interviews, audio-recordings, observations and logbooks. Results The intervention was optimised and feasible in the first secondary school, meeting the fidelity targets other than those for curriculum delivery and criteria for progress to the pilot trial. In the pilot trial, randomisation and school retention were successful. Student response rates in the intervention group and control group were 868 (89.4%) and 298 (84.2%), respectively, at baseline, and 863 (89.0%) and 296 (82.0%), respectively, at follow-up. The target of achieving ≥ 70% fidelity of implementation of essential elements in three schools was achieved. Coverage of relationships and sex education topics was much higher in intervention schools than in control schools. The intervention was acceptable to 80% of students. Interviews with staff indicated strong acceptability. Data linkage was feasible, but there were no exact matches for births or abortions in our cohort. Measures performed well. Poor test–retest reliability on some sexual behaviour measures reflected that this was a cohort of developing adolescents. Qualitative research confirmed the appropriateness of the intervention and theory of change, but suggested some refinements. Limitations The optimisation school underwent repeated changes in leadership, which undermined its participation. Moderator analyses were not conducted as these would be very underpowered. Conclusion Our findings suggest that this intervention has met prespecified criteria for progression to a Phase III trial. Future work Declining prevalence of teenage pregnancy suggests that the primary outcome in a full trial could be replaced by a more comprehensive measure of sexual health. Any future Phase III trial should have a longer lead-in from randomisation to intervention commencement. Trial registration Current Controlled Trials ISRCTN12524938. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 1. See the NIHR Journals Library website for further project information.

Language, discipline and ‘teaching like a champion’

This article presents an analysis of various language policy mechanisms currently circulating in secondary schools in England, with a particular focus on those that intermingle ‘language’, ‘standard English’ and ‘discipline’. Although the connections between language, ideology and behaviour are well established within critical educational linguistics, this has not been explored in relation to current education policy in England, which is characterised by an overt focus on standardised English and behaviour ‘management’. In a grounded approach, I explore how the disciplining of language correlates with the disciplining of the body, based on ethnographic‐orientated fieldwork undertaken in a London secondary school and drawing on a broad range of policy mechanisms such as curricula, textbooks, classroom artefacts and Doug Lemov’s Teach Like a Champion industry. I show how the current linguistic conservatism found within government policy gets reproduced in school‐level policies, pedagogies and classroom interactions, and highlight these relations within a network of policy actors and key terms associated with so‐called ‘zero‐tolerance’ and ‘no‐excuses’ schools. I show how teachers are positioned as language policy managers who work within a system of surveillance, compliance, coercion and control. As such, this article contributes to current thinking within critical language policy and the sociology of education by offering an expanded view of language ideologies in schools, whereby connections between language and discipline are explicitly illustrated and critiqued.

Transition: a systematic review of literature exploring the experiences of pupils moving from primary to secondary school in the UK

ABSTRACT This paper reports the findings of a systematic review of qualitative research exploring the views and experiences of pupils moving from primary to secondary school in England. The concept of transition is explored before a brief discussion of the policy and legislation surrounding educational transition. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was used to ensure a systematic search, following which seven papers were identified. These were reviewed and appraised using the Critical Appraisal Skills Programme checklist. Analysis of the literature using thematic synthesis identified key concerns for children who had undergone transition from primary to secondary school and factors that supported this. A key theme highlighted was that of relationships, suggesting this as an area that would benefit from further support. Additional factors including emotions, identity, environment and strategies/recommendations were explored. This review is relevant for professionals working with children who will, or have, undergone the transition from primary to secondary school, and explores recommendations to support this transition.

Students’ experiences and perceptions of studying for A-Levels: implications for enhancing student resilience

ABSTRACT There is growing concern across Advanced-Level (A-Level) providers and universities that many students are experiencing high levels of stress and physical illness, related to academic and/or social aspects of student life. The impact of academic pressure to ‘succeed’ is increasingly evident. There is an urgent need to provide appropriate student support. Two studies are reported which investigate students’ experiences and perceptions of studying Advanced-Levels in England. By gaining insight into this period of study and the challenges encountered by students, the implications for enhancing student resilience can be better understood. Study One involved participants at four sixth forms in secondary schools in England (n = 805). Study Two comprised a larger-scale study of nine institutions offering A-Level education (secondary school, Sixth Form College and College of Further Education), with 2,040 Year 12 and Year 13 students participating in the study. In both studies, students completed a bespoke questionnaire which focused on transition to/from A-Level education and student perceptions of resilience. The findings suggest that much more needs to be done in supporting the mental well-being and resilience of students whilst studying for A-Levels. Indeed, the experience of studying for A-Levels was evidently stressful and anxiety-inducing for many of the student participants. This stage of post-secondary education could be seen as the culmination of all the pressures inherent in the present performativity culture of schools. The transition from A-Level study to university can be a very challenging one for a substantial minority of students.

Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion

We report on a survey of 1717 students at two different points of their secondary school education. This survey is designed to discover their reasoning about scientific and religious accounts of the origins of the universe and life. The study was motivated by a concern, based on previous research, that factors such as the compartmentalised curriculum may limit students’ progression in interdisciplinary reasoning and their capacities to appreciate why science and religion are not necessarily incompatible. To investigate these matters, we gathered data in seven secondary schools in England. The findings indicated that a significant proportion of students are working with a poor understanding of the limits of science and of the range of scholarly positions on the nature of religious explanation. The implications of the results for educational theory and practice are discussed.

Measuring adolescent attitudes towards dementia: The revalidation and refinement of the A-ADS.

The A-ADS is one the first validated measures of attitudes of dementia in adolescents, though further validation is needed. 630 adolescents were recruited from secondary schools in England. A Principal Component Analysis was completed (n = 230) followed by a Confirmatory Factor Analysis (n = 400). Reducing the A-ADS into a single factor, 13-item measure (Brief A-ADS) improved the model fit of the measure (χ2 = 182.75, DF = 65, CMIN/DF = 2.81, p < 0.001, CFI = 0.90, RMSEA = 0.07). The scale demonstrated good internal consistency, good predictive and concurrent validity. Building on the validation of the A-ADS, the Brief A-ADS is suitable to capture attitudes towards dementia amongst adolescents.

Using qualitative research to explore intervention mechanisms: findings from the trial of the Learning Together whole-school health intervention

BackgroundThis study reports on qualitative research conducted within a randomised controlled trial to explore possible intervention mechanisms. It focuses on the ‘Learning Together’ whole-school intervention delivered in secondary schools in England from 2014 to 2017 aiming to prevent bullying and aggression and improve student health. Intervention schools received staff training in restorative practice, a social and emotional learning curriculum, and an external facilitator and manual to convene and run a student/staff action group tasked with coordinating the intervention, focusing this on local needs.MethodsInformed by realist approaches to evaluation, we analysed qualitative data to explore intervention mechanisms and how these might interact with school contexts to generate outcomes. Qualitative analysis drew on 45 interviews and 21 focus groups across three case-study schools and employed thematic content analysis to explore how intervention resources were taken up and used by local actors, how participants described the intervention mechanisms that then ensued, and how these might have generated beneficial outcomes.ResultsThe thematic content analysis identified three social mechanisms that recurred in participant accounts: (1) building student commitment to the school community, (2) building healthy relationships by modelling and teaching pro-social skills, and (3) de-escalating bullying and aggression and enabling re-integration within the school community.ConclusionsOur analysis provides in-depth exploration of possible mechanisms and the contextual contingencies associated with these, allowing refinement of the initial intervention theory of change.Trial registrationISRCTN registry 10751359. Registered on 11 March 2014

Changing language mindsets about modern languages: a school intervention

ABSTRACT In the context of the UK language learning crisis, several studies have aimed to influence student attitude towards languages via school interventions, with mixed results. A six-session tacking diverse metalinguistic issues (e.g. cognitive benefits of language learning, world languages) was carried out in three secondary schools in England, using both whole-class and small-group teaching. The study included a hitherto unmet aim, that of changing mindsets in mixed-ability settings, including students with the most negative language mindsets. Pre-post differences reveal that beliefs about language learning improved more than self-efficacy. Inclination to continue modern foreign language (MFL) study improved more in those students initially most disinclined to continue. Given the well-known gender divide in MFL uptake, it was pleasing to note that the intervention showed greater effect on boys than girls. Qualitative and quantitative data suggest that the intervention might have had a small ‘equalising’ effect in gender differences, in that boys’ self-efficacy improved more than girls’. The study concludes that the dual delivery (whole-class teaching and in-school mentoring, delivered by older students in the same school) offers a promising format, but that, in order to achieve greater effects, more contact time and more mentor preparation are needed.

Dilemmas of school-based relationships and sexuality education for and about consent

ABSTRACT In 2018, reflecting in this journal on the arrival of the ‘age of consent’ into sexuality education, Jen Gilbert questioned what would happen to a concept drawn in part from legal contexts, but partly also driven by the passion of feminist activists, when it met the demands and logics – the learning outcomes and lesson plans – of the classroom. This article offers one response, drawing on qualitative data from two whole-school sexual health programmes, Positive Choices and Project Respect, piloted in secondary schools in England between 2017 and 2019. It describes how each addressed the issue of consent and focuses on specific ‘moments’ that illuminate some of the challenges of doing so for both staff and students. Our analyses aim to contribute to the practice of relationships and sexuality education in schools by helping educators to anticipate, understand and therefore better address the dilemmas that teaching for and about consent might encounter. We argue that these dilemmas relate both to broader (and gendered) ideas of consent and entitlement, and to issues specific to schools. However, we also argue that a more theorised account of the school enables us to identify the minor achievements that are nonetheless possible.

Seeing anew: the role of student leadership in professional learning

ABSTRACT The growing interest in the role of student agency within schools, as well as the need for effective professional learning, supports further investigation into initiatives aiming to develop meaningful and sustainable student involvement in school improvement approaches. This article explores the role of student leadership in professional learning approaches that aim to improve learning through collaborative reflection on teaching practice. It provides a review of literature that investigates student involvement in professional learning, specifically through the development of student voice and the inclusion of students as co-researchers in school improvement initiatives. Following this, the article draws on the findings from a case study that examined the role of a Student Learning Community (SLC) in professional learning and presents an overview of current practice where students are involved in a research approach to professional learning called a Best Practice review. The insights drawn from the case study and practice example, both situated in a secondary school in England, offer considerations for educators wishing to explore and/or introduce student leadership approaches to professional learning, as well as recommendations for further study into the role of students as agents in school improvement initiatives.

The enactment of setting policy in secondary school physical education

ABSTRACT The micro-level enactment of educational policy has received little attention in the physical education [PE] literature, particularly as it relates to setting policy. This study employs enactment theory to provide original insights into the ways in which setting policy was enacted by PE teachers in three mixed-gender secondary schools in England. The work of Stephen Ball and colleagues is used to examine the distinct and combined influence of the situated, material, professional and external dimensions of context on setting policy and practices in PE in these three schools. Data were generated through in-depth, semi-structured interviews with 15 PE teachers who were responsible for delivering the Year 9 PE curriculum. Our findings highlight notable variation in the ways in which setting policy was translated and enacted in PE in these three schools and the multiple factors shaping decisions about groupings and, in turn, teaching and learning for students in different sets. This study also provides novel findings regarding the dynamic interplay between the external dimensions of context (i.e. neoliberal policy making and pressures and supports from the local education authority [LEA] and the school inspectorate) and the internal dimensions of context (i.e. school-based traditions, school demographics, and support and resourcing for PE) in policy enactment. Attention is drawn to equity issues inherent in, and arising from, the varied enactment of setting policy in PE. The paper concludes by arguing for greater scholarly engagement with policy enactment, grouping strategies and constructions of ability in PE.

Is the English Baccalaureate (EBacc) helping participation in language learning in secondary schools in England?

ABSTRACT Low participation in language learning in secondary education is a topic which continues to exercise education policy-makers in England and other anglophone contexts. One instance of an attempt to increase take-up can be found in the introduction of the EBacc, a performance measure which requires the majority of young people to study a language as part of a combination of ‘core academic subjects’. This paper draws on longitudinal case-study research and adopts a policy enactment lens to consider the impact of the performance measure on participation in language learning. The findings suggest that an attempt to increase take-up through the EBacc, tied to high-stakes testing, is problematic. While the EBacc places renewed emphasis on languages in the 14-16 curriculum the research illustrates how competing policy requirements have, in some cases, perpetuated and exacerbated inequalities rather than leading to a democratisation of language learning. I conclude that there is still much to be done to raise confidence in languages education in English schools, and that the interrelated tensions and contradictions made transparent in this research need to be addressed at national and regional levels, as well as locally to secure participation for all young people in a meaningful and inclusive languages education.

Epistemic management in mathematics classroom interactions: Student claims of not knowing or not understanding

An important role of classroom interaction is the processes involved in knowing or coming to know. Following a conversation analytical approach, this study investigates how students’ claims of not knowing, not remembering or not understanding are handled by mathematics teachers in whole class interactions. The study draws on video recordings of 42 mathematics lessons from 8 secondary schools in England. It is argued that claims of not knowing and claims of not remembering perform different social actions and are consequently treated differently by teachers. Claims of not knowing can challenge the assumption that knowledge can be taken-as-shared in a way that claims of not remembering do not. This contributes to the research field of mathematics classroom interaction as it nuances the epistemic management within these interactions and how this can contribute to the norms around the negotiation of meaning.

A school intervention for 13- to 15-year-olds to prevent dating and relationship violence: the Project Respect pilot cluster RCT

Background ‘Dating and relationship violence’ is intimate partner violence during adolescence. Among dating adolescents in England, 66–75% of girls and 32–50% of boys report victimisation. Multicomponent school-based interventions might reduce dating and relationship violence. We optimised and piloted Project Respect, a new intervention in secondary schools in England, and study methods, to assess the value of a Phase III randomised controlled trial. Objectives To optimise Project Respect and to then conduct a pilot randomised controlled trial in southern England, addressing whether or not progression to a Phase III trial is justified in terms of prespecified criteria. To assess which of two dating and relationship violence scales is optimal, to assess response rates and to consider any necessary refinements. Design Optimisation activities aimed at intervention development and a pilot randomised controlled trial. Setting Optimisation in four secondary schools across southern England, varying by region and local deprivation. A pilot cluster randomised controlled trial in six other such schools (four intervention schools and two control schools), varying by region, attainment and local deprivation. Participants School students in years 8–10 at baseline and staff. Interventions Schools were randomised to the intervention or control arm in a 2 : 1 ratio; intervention comprised staff training, mapping ‘hotspots’ in school for dating and relationship violence, modifying staff patrols, school policy review, informing parents and carers, an application supporting student help-seeking, and a classroom curriculum for students in years 9 and 10 (including student-led campaigns). Main outcome measures Prespecified criteria for progression to Phase III of the trial, concerning acceptability, feasibility, fidelity and response rates. Primary health outcomes were assessed using the Safe Dates and short Conflicts in Adolescent Dating Relationships Inventory measures collected and analysed by individuals who were masked to allocation. Feasibility of economic analysis was assessed. Data sources Baseline and follow-up student and staff surveys, interviews, observations and logbooks. Results The intervention was optimised and approved by the Study Steering Committee. The student response rates in intervention and control groups were 1057 (84.8%) and 369 (76.6%) at baseline, and 1177 (76.8%) and 352 (83.4%) at follow-up, respectively. Safe Dates and the short Conflicts in Adolescent Dating Relationships Inventory had high levels of completion and reliability. At follow-up, prevalence of past-year dating and relationship violence victimisation was around 35% (Safe Dates scale and short Conflicts in Adolescent Dating Relationships Inventory). Staff response rates were very low. Training occurred in all four schools, with suboptimal fidelity. The curriculum was delivered with optimal fidelity in three schools. Other components were delivered inconsistently. Dating and relationship violence was addressed in control schools via violence prevention and responses, but not systematically. Intervention acceptability among students and staff was mixed. An economic evaluation would be feasible. Limitations One school did not undertake baseline surveys. Staff survey response rates were low and completion of the logbook was patchy. Conclusions Our findings suggest that progression to a Phase III trial of this intervention is not indicated because of limited fidelity and acceptability. Future work High prevalence of dating and relationship violence highlights the ongoing need for effective intervention. Potential intervention refinements would include more external support for schools and enhanced curriculum materials. Any future randomised controlled trials could consider having a longer lead-in from randomisation to intervention commencement, using the short Conflicts in Adolescent Dating Relationships Inventory as the primary outcome and not relying on staff surveys. Trial registration Current Controlled Trials ISRCTN65324176. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 8, No. 5. See the NIHR Journals Library website for further project information.

Setting policy and student agency in physical education: Students as policy actors

ABSTRACT In turning a spotlight on students in physical education, this paper seeks to extend applications of policy enactment theory, and particularly, the policy actor framework. Following the lead of Stephen Ball and colleagues, the research that this paper draws on examined the various dimensions of context shaping policy enactment in different schools. The focus of the research was policy associated with ability grouping, and setting particularly, in physical education. The research involved case study work in three mixed-gender secondary schools in England, with 15 physical education teachers participating in semi-structured interviews and 63 students participating in semi-structured focus groups. This paper reports on the data arising from focus groups with students. The actor framework is used to bring to the fore differences in student responses to policy, their capacities to proactively engage with policy, and explore what shapes the differences observed. Notably, the data signalled that students were by no means passive recipients of policy. There were clear instances of students exercising agency in physical education, sometimes questioning and challenging how they were positioned within and by setting policies, and at other times, responding in ways that demonstrated their capacity to navigate and mediate policy and its impact on them as learners. This paper therefore explores some of the ways in which students are both positioned by and position themselves in relation to policy.