Welsh Secondary Schools Research Articles

What do secondary school pupils eat at school? The barriers experienced in collecting transactional data from canteen purchases.

Introduction & BackgroundWelsh secondary schools generally use a cashless catering system and pupils pay for school food and drink via contactless cards, thumb or fingerprint biometric scanning. Helpfully, the digital footprint of school canteen purchase data already exists and is continually compiled over a limitless period. Compared to other methods of recording dietary intake (i.e., questionnaires and food diaries), utilising this transactional data is an unobtrusive method of data collection and has great potential. Although individual-level transactional data is being amassed, it remains unexploited by either the school, local authorities or Welsh Government. Obtaining this anonymised individual-level transactional data would provide immense insight into what pupils purchase throughout the school day. Objectives & ApproachThe Welsh School Meals (WSM) project aimed to investigate the feasibility of using secondary school canteen transactional data to better understand what pupils purchase during the school day and its nutritional quality. Semi-structured interviews have been conducted with a representative from all cashless system providers (n=7) used in Welsh secondary schools. Next, the WSM project initially aimed to recruit nine secondary schools, with the methodological plan to: (i) liaise with head teachers; (ii) mine data; (iii) interview catering managers and head teachers; (iv) facilitate nutritional analysis; (v) conduct focus groups with pupils; and (vi) co-produce case studies. Relevance to Digital FootprintsSchool canteen transaction data is a form of digital footprint and utilising it to understand the current landscape of food and drink choices during the school day will inform Public Health policymakers and practice. ResultsDespite trying numerous strategies, the WSM project has encountered blockages which have prevented data acquisition. The four key stumbling blocks faced were: (i) identifying data providers; (ii) identifying data owners; (iii) data sharing; and, (iv) engaging stakeholders. Only the first barrier has been overcome and despite starting school recruitment in May 2023, the latter three barriers have stalled any progress. Conclusions & ImplicationsExploiting existing cashless catering system technology to collect individual-level big data from school canteen transactions has enormous potential. However, the WSM project has concluded that obtaining this data was not feasible.

Self-harm, in-person bullying and cyberbullying in secondary school-aged children: A data linkage study in Wales.

Although the evidence base on bullying victimization and self-harm in young people has been growing, most studies were cross-sectional, relied on self-reported non-validated measures of self-harm, and did not separate effects of in-person and cyberbullying. This study aimed to assess associations of self-harm following in-person bullying at school and cyberbullying victimization controlling for covariates. School survey data from 11 to 16 years pupils collected in 2017 from 39 Welsh secondary schools were linked to routinely collected data. Inverse probability weighting was performed to circumvent selection bias. Survival analyses for recurrent events were conducted to evaluate relative risks (adjusted hazard ratios [AHR]) of self-harm among bullying groups within 2 years following survey completion. A total of 35.0% (weighted N = 6813) of pupils reported being bullied, with 18.1%, 6.4% and 10.5% being victims of in-person bullying at school only, cyberbullying only and both in-person bullying at school and cyberbullying respectively. Adjusting for covariates, effect sizes for self-harm were significant after being in-person bullied at school only (AHR = 2.2 [1.1-4.3]) and being both in-person bullied at school and cyberbullied (AHR = 2.2 [1.0-4.7]) but not being cyberbullied only (AHR = 1.2 [0.4-3.3]). Feeling lonely during recent summer holidays was also a robust predictor (AHR = 2.2 [1.2-4.0]). We reaffirm the role of in-person bullying victimization on self-harm. Pupils were twice as likely to self-harm following in-person bullying as their nonvictimised peers. Interventions for young people that minimize the potential impacts of bullying on self-harm should also include strategies to prevent loneliness.

THE GERMINATION OF TRANSLANGUAGING: IN AND OUTSIDE THE SCHOOL CONTEXT

In 1994, the term translanguaging emerged in the Welsh secondary schools. Its first use is attributed to Cen Williams who referred to this pedagogical practice as receiving the input in one language and producing in a different one. Translated later by Colin Baker, translanguaging has been extended to the scholarly literature to entrench, and become part of various educational and social domains. Pedagogical translanguaging is the name given to the language practice that takes place in the classroom context, while non-pedagogical translanguaging is the umbrella term for the bilinguals’ practices inside and outside the educational settings. Though the word translanguaging is frequently used in the literature, there is no exact definition to it, so the interest in this current language practice resulted in many definitions. This paper begins by reviewing the origins of translanguaging as well as its development from educational settings to outside the classroom then returning to the school. Furthermore, as translanguaging is controversial, the discrepancy between translanguaging and the different teaching and learning approaches and methods will be scrutinised to make a distinction between translanguaging and the use of the students’ home language. This can be better understood by explaining the notion of approach and how such a language practice can fall under the name of a teaching approach.

Extracurricular Sport and Physical Activity in Welsh Secondary Schools: Leisure Lifestyles and Young People

Extracurricular Sport and Physical Activity in Welsh Secondary Schools: Leisure Lifestyles and Young People

Users of secondary school‐based counselling services and specialist CAMHS in Wales: A comparison study

Background: The increasing prevalence of mental health issues in young people has contributed to a rise in the provision of school‐based counselling services in the UK. Between 2008/09 and 2010/11, data were collected from users of secondary school‐based counselling services in Wales. Aims: To identify the characteristics of users of school‐based counselling services in Wales – including demographics, referral pathways, presenting issues, and predominant issues – and how they compare to users of specialist CAMHS in Wales and Welsh secondary school pupils in general. Method: Data were collected on 10,687 episodes of counselling. School counsellors completed a client record sheet after each counselling episode and submitted these to their Local Authority. Collated results were then compared to matched data from Welsh specialist CAMHS and Welsh secondary schools data. Results/findings: A typical user of a secondary school‐based counselling service in Wales was female, of white ethnicity, and from the ‘middle’ school years. There was a marked under‐representation of users from BME backgrounds. Users were most often referred by school staff, and the most common presenting issues were family‐related, anger, and behaviour‐related. Conclusions: There was a higher proportion of females accessing school‐based counselling services than males. This was in direct contrast to data from specialist CAMHS and possible explanations for this are discussed. The under‐representation of BME populations suggested that there were some equality issues associated with accessing these services. Implications for practice: Future research should explore equality issues associated with young people from BME backgrounds accessing intervention services.

Improving secondary students' academic achievement through a focus on reform reliability: 4- and 9-year findings from the High Reliability Schools project

The authors describe a reform effort in which characteristics derived from High Reliability Organization research were used to shape whole school reform. Longitudinal analyses of outcome data from 12 Welsh secondary schools indicated that 4 years after the effort was initiated, student outcomes at the sites were strongly positive. Additional quantitative and qualitative data, gathered 5 years after the end of the intervention, indicated that the majority of the schools continued using the high reliability principles and continued making strong academic progress. Results are discussed in terms of the original High Reliability Schools model, systemic effects, and sustainability.

Indicators of Adolescent Alcohol Use: A Composite Risk Factor Approach

A self-reported alcohol inventory measured prevalence and frequency of lifetime, recent, and current alcohol use by an opportunity sample of 3226 young people aged 11–18 in Welsh secondary schools in 2005 comparing findings to extant U.K. and European levels. A risk factor-based questionnaire enabled comprehensive, sensitive sample profiling by gender and age, combining factor analysis with logistic regression to identify composite risk factors influential upon alcohol use by young people in Wales and salient to policy makers and practitioners, notably the endogenous factors: anti-social behaviour/attitudes, inadequate relationships/activities in school, negative experiences in school, lack of commitment to school, and impulsivity. Overlap with composite risk factors for youth offending was identified, but not with drug use, suggesting that the commonly cited “gateway” relationship between elements of “substance use” requires further examination. The study's limitations and implications are discussed.

Physical activity and diet relative to socio-economic status and gender in British young people

Objective This study considers the physical activity (PA) and dietary habits of British young people according to socio-economic status (SES). Methods The PA and dietary habits of 98 boys and 101 girls (12.9 0.3 years) from two Welsh secondary schools (school 1 and school 2) were examined. Free school meal eligibility and Census 2001 data were used as indicators of SES. School 1 was designated high SES, while school 2 represented low SES. Participants were classified according to SES. Physical activity was estimated by seven-day recall and questionaire; dietary patterns were assessed using a seven-day food diary and questionnaire. Results Two-thirds of all participants had not taken part in vigorous activity over the last week. Furthermore, 83.8 per cent of participants did not meet the Health Education Authority's5 recommendation of one hour per day moderate activity. Boys were more active than girls, (P ≤ 0.05), but SES did not influence time spent in activity. Ninety-four percent of participants were taken to school via motorized transport. There were no significant differences in fat intake between the sexes or across SES. In addition, 93 per cent of the participants, irrespective of SES, exceeded the 10 per cent saturated fat cut off point recommended by the World Health Organization12 Conclusion Physical activity and dietary patterns are modifiable through suitable lifestyle changes. The present data support the notion that preventative strategies for combating chronic diseases should begin early in life and across socio-economic statuses.

Post‐16 students’ perceptions to health and healthy eating in Welsh secondary schools

PurposeThe aim of this study was to assess how post‐16 students in Wales conceptualized health and healthy eating.Design/methodology/approachA health survey questionnaire was completed by 297 post‐16 students who were pursuing Biology at A level in year 12. The questionnaire was issued towards the end of the summer term in year 12 which ensured that at that stage in their A level studies, all students had received teaching on the nutritional and biochemical component of the syllabus they were taking.FindingsFor the majority of respondents, and particularly males, being healthy was seen as the absence of illness and having the capacity to function as expected whereas female students significantly reported the importance of positive health behaviours, such as the need for exercising regularly and eating a balanced diet. Of concern, only a small percentage of the respondents reported the importance of eating fruit and vegetables as part of a healthy diet. Despite an increased emphasis on health issues within the school curriculum, it was apparent that female students possessed a more positive view of health as well as demonstrating a better understanding of what healthy eating means.Originality/valueIt is recommended that greater attention needs to be devoted to how health and nutritional education is taught in secondary schools.

The development of the Professional Headship Induction Programme in Wales

In September 2001, the Professional Headship Induction Programme was implemented in Wales. This programme is intended to support the professional development of new headteachers and is made up of a professional headship profile, mentor support, peer networking and a directory of training resources. The programme was developed by a consortium comprising the Glamorgan University, the educational advisory service for the Bridgend, Caerphilly, Merthyr Tydfil and Rhondda‐Cynon‐Taf local education authorities, the Welsh Primary Schools Association and the Welsh Secondary Schools Association. This paper describes the programme and its development and, on the basis of interviews with those involved, reports the tensions and shifts that emerged during the development process. These include the timescale of the development, the programme structure and content, determination of the balance between support and challenge for new headteachers, historical and political tensions and the inter‐relationship between the participants in the development. In the final section, success factors are identified.

The health promoting status of secondary schools in Wales pre‐ and post‐local government reorganisation: perspectives of health education co‐ordinators

This study assesses the influence of local government reorganisation on health education provision and support in Welsh secondary schools. The study was conducted in two stages, shortly before, and 31 months after, a local government reorganisation. Respondents for the study were a sample of health education co‐ordinators from 23 secondary schools that represented seven of the eight local education authorities prior to the local government reorganisation in April 1996. Findings revealed several obstacles to schools becoming more health promoting. Lack of time, demands of the National Curriculum, low profile and status given to Personal and Social Education programmes, lack of expertise amongst staff, and the pressure exerted by league tables, were commonly reported by co‐ordinators. The importance of in‐service training for all staff and the need for stronger community and parental links was only raised by a few. The research also suggests that schools are becoming more reliant on health promotion units as opposed to the advisory support in their locality.

Is it Looking or Seeing?

In the empirical study described in this article, geography department members from 38 Welsh secondary schools outlined the varying use of visual resources in their lessons. In eight of these schools, pupils between the ages of 11 and 14 then discussed two photographs presented to them. These were lateral photographs, representing three of the themes identified in the geography section of the national curriculum for Wales. The younger pupils had not, in general, studied the topics covered in the photographs in their geography lessons. The older pupils, on the other hand, had done so. It became apparent that some pupils had problems in interpreting photographs that lacked human detail and those with a strong panoramic element. It is argued that the findings of this study have implications for the choice and use of visual materials in school geography lessons.

Smoke-free policies in schools: a qualitative investigation of the benefits and barriers

One method of tackling the worsening teenage smoking problem in Wales is through the application of school smoke-free policies. However, in Welsh secondary schools the current situation in terms of the existence and scope of smoke-free policies is variable, This research was designed to explore the reasons for these variations. Secondary schools in one unitary authority were contacted and interviews carried out with teachers. The findings demonstrate the complex nature of the situation in schools and the difficult decisions facing school managerial staff. On the basis of the information gathered, possible ways forward are described.

Student teachers in the role of “others”

The context for this paper is a model of initial teacher education (ITE) which was introduced into English and Welsh secondary schools by Circular 9/92 (Department for Education, 1992). Circular 9/92 altered the roles and responsibilities of practising teachers and the ways in which student teachers engage with them. This paper interprets findings from two research projects examining school-based ITE in the light of literature on the role of “Others” in teacher development. It contends that, although student teachers may be surprising candidates for status as Others, under the new regime, they are well-placed to perform aspects of the role identified in the literature. It concludes that student teachers constitute a distinctive category of Others and that higher education has a role to play in helping teachers and students to recognise each other as mutually enhancing role-partners.

A survey of health promotion in Welsh secondary schools, 1995

Presents data from a 1995 self‐completion questionnaire survey of secondary schools in Wales on the organization and provision of health education teaching, the implementation of health‐related policies and the involvement of outside agencies in the planning and delivery of health promotion. The results from the 187 responding schools (82 per cent) show that a firm base exists for further developing health‐promoting secondary schools in Wales. Recommends that health education co‐ordinators devote preparation time to promote best practice in the subject and that schools put more effort into developing broadly based policies for health covering all those who use school premises. Advocates the structured integration of community resources into school programmes and improved understanding within schools of the concept of the health‐promoting school.

Using peer and self-assessment to develop modelling skills with students aged 11 to 16: A socio-constructive view

Eight Welsh secondary schools participated in an action research project which developed approaches to teaching and assessing mathematical thinking skills involved in practical modelling situations. The development of the metacognitive and strategic skills necessary for successful modelling is discussed from a socio-constructivist perspective as a process of acculturation as well as cognitive construction. Learning to model involves socialization into the consensual realities of a wider mathematical culture and the teacher plays a pivotal role in the generation of this consensus through the legitimization of linguistically expressed subjectivities. Assessment is an integral part of this process. Participation in peer and self-assessment was found to involve the student in a recursive, self-referential learning process which supports the explicit development of metacognitive skills.

The health promoting school: progress and future challenges in Welsh secondary schools

The health promoting school: progress and future challenges in Welsh secondary schools

The health-promoting school: organisation and policy development in Welsh secondary schools

THE Welsh Heart Programme was established in 1985 as a national demonstration project to promote health, and to reduce the risks of cardiovascular dis ease among the population of Wales. The develop ment of a youth health project has been an important element, and to provide information for planning, monitoring and evaluation, two surveys were under taken in 1986. The first provided information on children's health behaviour, knowledge and attitudes. The second, reported here, investigated curriculum development for health education, the school environment, and family and community links. From a random sample of 81 secondary schools, 75 responded to the survey by means of a self-com pletion questionnaire. More than three-quarters reported having a planned health education pro gramme, but the results suggest that many pupils are either receiving disjointed programmes, or no health education at all. Most of the schools with planned programmes reported having a designated member of staff as health education co-ordinator, most of whom had received in-service training. The results suggest that a reasonable base exists for the development of health promotion strategies aimed at young people, although there is clear scope for further development. Priority issues are attention to the timing of health education programmes, teaching methods, and continued in-service support for teachers. The wider development of supporting school policies, as well as closer and more active links with families and local communities are also advocated.

La géographie dans l'enseignement secondaire, l'expérience anglaise

Geography in secondary education, English experience. — This article describes the institutional and educational context within which geographical education occurs in English and Welsh secondary schools. It gives a brief history of geography teaching and then goes on to indicate the present state of geographical education in schools and the influences that shape it, like examinations, curriculum development projects. It ends by making a brief evaluation of the state of geographical education, emphasizing the changed economic, political and social climate.