Work In Secondary Schools Research Articles

Social Sciences Teachers' Views About Distant Education in the Covid 19 Process

The aim of this study is to determine the views of Social Studies teachers on distant education during the COVID-19 process. The case study design, which is frequently used in qualitative research, was used in the study. A semi-structured interview form was used to determine the views of Social Studies teachers on distant education. The data were collected in the spring semester of the 2020-2021 academic year and the content analysis method was used in the analysis of the data. The study group consists of 21 Social Studies teachers working in secondary schools affiliated to Afyonkarahisar center. The teachers generally have stated that they saw distant education as the best method to be applied in this process. In addition, teachers stated that they did not generally make use of distant education before the epidemic process, found face-to-face training sufficient, saw distant education as necessary and benefited during the epidemic process, and that they would not benefit from distant education because of the problems experienced and did not think it was effective after the epidemic process. Teachers have stated the general problems as lack of technical equipment, infrastructure and motivation. Some suggestions have been made in the light of the findings obtained in line with this research.

Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy

There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried out in three cycles at the College of Education. It involved the second-year students who were studying Bachelor of Education in Science, who undertook a Physics Teaching Methods course. Review of lesson plans, achievement tests, classroom observations, and interviews with student-teachers, together with focus group discussions among the lecturers, were used to collect data. The qualitative data were analysed using the thematic analysis approach, while the quantitative data were analysed through repeated measures t-test. The student-teachers were able to plan and implement LSP practical lessons in which case students reported to have enjoyed their participation, sharing of experiences, and the bilingual classrooms. The findings from the repeated measures t-test show that there was a significant rise in the mean scores from pre-test (67.9) to the post-test (80.2), with very much reduced variability (SD) of scores among students from 24.9 (pre-test) to 6.6 (post-test). From interviews with 8 case students after each lesson, it was concluded that the students improved in science content, English language competence, and pedagogy.

Requirements of Applying Evidence-Based Practice of Social Work in Secondary Schools

This study aims to identify the requirements of applying evidence-based practice (EBP) of social work in secondary schools. The sample includes (348) school social workers who were randomly assigned. The study concludes that the concept of EBP is not clear to social workers working in secondary schools. It also demonstrates that the most important requirements of EBP of social work in secondary schools, in order of importance, are knowledge requirements, skill requirements and ethical requirements. Finally, the study determines the barriers of applying EBP of social work in secondary schools.

The Views of Social Studies Teachers on Distance Education

Face-to-face training activities were suspended in Turkey in mid-March 2020 due to the COVID-19 (Corona virus) global pandemic, which is rapidly increasing its impact in the world and Turkey. The aim of this study is to determine the opinions of social studies teachers working in Diyarbakır regarding distance education activities carried out by the Ministry of National Education. When the literature is examined, the fact that there are not many studies to determine the views of social studies teachers on distance education shows the need for this study. This study is in the phenomenology model and was conducted as a qualitative research. Semi-structured interview technique was used for data collection. The study group of the research consists of 20 social studies teachers working in secondary schools in Diyarbakır in the first semester of the 2020-2021 academic year. In order to conduct this study, necessary permissions were obtained from Fırat University Ethics Committee and Diyarbakır National Education Directorate. In this study, 11-item interview questions were used as data collection tools in the interviews with the participants. The semi-structured interview with the participants was carried out with the distance education module (Zoom), and the data were recorded by voice recording. The data collected within the scope of this study were analyzed according to the “descriptive analysis” method. According to the results of this study; In the distance education process, the necessary equipment and internet for students is inadequate. During the distance education process, students have a low level of participation in live lessons.

First-Year Experiences of Social Studies Teachers Starting their Profession in the Public Sector

<p style="text-align:justify">This research aims to reveal the first-year experiences of social studies teachers who have just started their profession in the public sector. Also, it aims to reveal what awaits teachers in the school environment and the current experiences of teachers at the beginning of the profession. Case study design, one of the qualitative research designs, was used in the study. The study group of the research consists of 34 social studies teachers working in secondary schools affiliated to the Ministry of National Education (Turkey) in the districts of Ankara. Participants were selected on an equal basis from all districts of Ankara province. Purposeful sampling, one of the non-random sampling methods was used in determining participants. In addition, criterion sampling was also used in the purposeful sampling phase. The obtained data were subjected to the content and descriptive analysis. As a result of the research, following the latest changes and developments and developing their basic knowledge and skills seems important for teachers who started their profession in the public sector. The multidisciplinary of the social studies branch, attractivity, and the fact that there are no alternatives comes to the fore in teachers' decision-making process to become social studies teachers. In addition, teachers participating in the research suggested to new teachers that they should master their fields, maintain their personal development, get to know the target group, and maintain strong communication in school.</p>

Mental Health of Women Teachers Working in Secondary Schools of Mizoram

Mental Health of Women Teachers Working in Secondary Schools of Mizoram

PEDAGOGICAL MODELLING IN TRAINING STUDENTS FOR EDUCATIONAL WORK

The system of pedagogical education at the present stage of higher school development requires transformation, rethinking both the content of education and its structure and forms of organisation. The Concept of the New Ukrainian School states that there is a need for a teacher of a new formation – a coach, facilitator, tutor, moderator in the individual educational trajectory of a child. The problem of preparing future teachers for educational work deserves special attention, as their activities should solve the problem of formation of national and universal values, spiritual and moral enrichment, personal and professional determination, promotion of self-expression and self-development of pupils.The problem of modelling the professional activity of a teacher is reflected in the researches by N. Bryukhanova, N. Volkova, K. Gnezdilova, N. Korolyova, T. Pikhota, T. Pushkar, T. Smirnova, et al.; scientists V. Ananiev, A. Asmolova, O. Belova, V. Bespalko, V. Zymova, B. Krayevsky, A. Khutorsky and others were engaged in the development of modelling tools in the context of system, activity and competence approaches.Based on the scientific requirements of the theory of cognition as a methodological basis for interpretation and analysis of empirical data, we have identified the following structural components of the model of future teacher training for educational work: target, motivational, semantic, operational, control and evaluation. The target component of the model includes the purpose and principles of its practical implementation. The purpose of preparing future teachers for educational work in secondary schools is the formation of professional competence, ensuring the unity of education, training and development of the teacher’s personality in the educational environment. The main principles that ensure the realisation of the goal include the following: subjectivity, humanization, stimulation of self-education, significance, cultural relevance, systematicity, continuity, accessibility, clarity, scientificity. The motivational component is conditioned by the need to ensure the student’s interest, because it depends on the conscious purposeful independent activity of the future teacher, the effectiveness of the entire pedagogical process of formation of professional competencies. The semantic component of the model reveals the educational directions of higher education and consists in the formation of general humanitarian culture, planetary and professional pedagogical thinking, high moral consciousness, national mentality, moral, civic, aesthetic, physical, labour education of future teachers. The operational component contains the main methods, forms and means of the process of preparing future teachers for educational work. The control and evaluation component of the model reflects the result of the pedagogical process of preparing the future teacher for educational work and ensures the effective usage of acquired knowledge and skills in the educational interaction of the subjects of the educational process.To ensure the effectiveness of the model of training future teachers for educational work in secondary schools, we consider it’s necessary to create and implement organisational and pedagogical conditions: the presence of internal and external subject-to-subject relations; unity of classroom and extracurricular activities; creation of specially organized educational environment; integration of components of professional disciplines and educational content of general pedagogical disciplines.Consequently, the purposeful organisation of teacher training in a higher pedagogical educational institution for educational work in accordance with the current stage of development of society should: take into account the natural pedagogical abilities (professional orientation and selection); to promote education on the basis of national and universal values and the development of a high level of general culture; to ensure the conscious assimilation of professionally significant knowledge, the formation of pedagogical skills and mastery of pedagogical techniques based on the relationship of theory and practice; to stimulate self-education, self-actualization and selfdevelopment of the teacher’s personality.

Organizational culture as correlate of teachers’ job performance and attitude to work in secondary schools in Anambra State Nigeria

The study investigated organizational culture as correlate of teachers’ job performance and attitude to work in secondary schools in Anambra State, Nigeria. Five research questions guided the study and six null hypotheses were tested. The study adopted correlational survey research design. The population of the study comprised all the 6396 teachers in public secondary schools in the state. Out of the population, a sample size of 1279 teachers was drawn through proportionate stratified random sampling techniques. Data was collected using three different questionnaires developed by the researchers. The questionnaires include school organizational culture questionnaire (SOCQ), Teachers’ job performance questionnaire (TJPQ) and Teachers’ attitude to work questionnaire (TAWQ). The instruments were validated by three experts from Faculty of Education Nnamdi Azikiwe University Awka. Cronbach Alpha method was used to determine the reliability of the instruments which yielded a reliability coefficient of .959, .957 and 0.701 respectively. The reliability indices were considered high enough and thus the instruments were deemed reliable. Data collection was done by the researchers with the help of ten research assistants. Aggregate score was used to answer research questions 1 to 3 while Pearson r was used to answer research questions 4 and 5 and critical probability table of Pearson r was used to take decision on the six null hypotheses at 0.05 level of significance. The findings showed among others that: teachers rated their school organizational culture to be good; teachers’ job performance is good and teachers have positive attitude to their work. Also, it was found that there is no significant relationship between school organization culture and teachers’ job performance; and no significant relationship between school organizational culture and teachers’ attitude to work. Based on the findings it was recommended that: School management and management of Anambra State post primary school service Commission should ensure improvement in secondary school culture in order that all the teachers would rate their school culture to be good without some rating it to be poor. It was also recommended that in- service training be organized for secondary school teachers through seminars, workshops and advance learning in order to ensure that all of the teachers have good job performance and positive attitude to work.
 Keywords: Correlate, Organizational Culture, Teachers, Job Performance and Attitude to Work

Learning mathematics by project work in secondary school

In project-based learning, pupils have two central learning objectives: to understand the content of the subject and to develop their twenty-first-century skills. This article concerns the use of project work in mathematics learning, considered here in the context of the Finnish national core curriculum, mathematical proficiency, and pupils’ previous level of attainment. The research consisted of two case studies in which a coordinate system project and a statistics project were tested with secondary school pupils (N=59+58). The main findings show it is possible to study the mathematics of the curriculum and to develop all types of mathematical proficiency using project work. Additionally, the pupils’ grades on the project work correlate positively with their overall grades in mathematics.

Comparative Study of the Perception of information Technology among Teachers Working in Secondary Schools

Comparative Study of the Perception of information Technology among Teachers Working in Secondary Schools

Educational Accounting in Secondary Schools in Kuwait

This article aims to clarify the concept of educational accounting and its importance and objectives and the most important features and characteristics of educational accounting and presents the types of educational accounting and the justification and mechanisms to apply them in secondary schools in Kuwait. The article concluded that educational accounting is imperative for the development of administrative work in secondary schools and that there are obstacles to the application Educational accounting, the most important administrative obstacles and human obstacles.

Islamic education in the Ingush society. Past and present

The article offers an overview of the history of Islamic education in the Ingush society from the adoption of Islam (mid. 19th cent.) up to today. In the article is shown the role and importance of this important component of the people’s spiritual culture. During the field research in Ingushetia in 2014–2018, the author did manage to collect extensive data, which enabled her to outline the history of the formation of Islamic education in Ingushetia. The collected field material is subdivided into two blocks. The first is an outline of the history of the formation and also a structure of the traditional education system. It also provides an overview of the individual learning process. A student was instructed by the famous teachers (alims). This kind of education took place not only in Ingushetia, but also in the whole Caucasus. The second block deals with the processes of re-Islamization of society. This gave a powerful impetus to the revival of the Islamic education system that existed here at the beginning of the 20th century, and the introduction of new forms of Islamic education. The latter run in harness with the introduction in the school curriculum (grades 4 to 11) of the subjects, such as the “Fundaments of Religion” and “The Basics of Islamic Culture”. In introducing these subjects a crucial role played the the Spiritual Council of the Muslims of Ingushetia, who initiated the whole process. The schools in the Republic of Ingushetia continue to teach these subjects; at the same time many teaching aids (manuals, readers) to facilitate the process are currently being written. In addition to the subjects learned at schools, students of religious schools (madrasas) also receive elementary Islamic education, and those who wish can receive a higher education in Islam and Islam related subjects both in the Russian Federation and abroad. Thanks to well-organized work in secondary schools, madrasas and Islamic institutions, it was possible to raise the level of Islamic education and reduce the radicalization of society.

Using Information and Communication Technology (ICT) in Secondary Schools in Nigeria: Problems and Prospects.

There is no doubt that modern life is dominated by technology. Although it has been rightly said that what is wrong with education cannot be fixed with technology, there is a universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information via satellite and the internet hold sway in the dissemination of knowledge and information. Already, Nigeria is on the wrong side of the international digital divide, as it has not made significant effort to integrate ICT into secondary school curriculum. A great deal of instructional and administrative work in secondary school in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the use of ICT in secondary education in Nigeria. It identifies the high cost of computer hardware and software, weak infrastructure, lack of human skills and knowledge in ICT, and lack of relevant software appropriate and culturally suitable to Nigeria as the major stumbling block of the adoption of ICT in secondary education in Nigeria. Also, secondary schools in Nigeria are not given adequate funds to provide furniture, relevant textbooks and adequate classroom let alone being given adequate fund for high-tech equipment. At present the cost of subscribing to the Internet is too high for many of the impoverished secondary schools in Nigeria. Nigeria needs ICT to aid teaching, learning and educational management. ICT is an instrument for economic and technological development in the 21st century. Therefore, Nigeria cannot afford to be on the wrong side of the digital divide.

Benefits of Integration of Computer and Information Technology into Nigerian Secondary School Curriculum.

The benefits of integration of Computer and Information Technology into Nigerian secondary school curriculum were identified and discussed. Already, Nigeria is on the wrong side of the international digital and global world of computer technology, as it has not made significant effort to integrate Computer and Information Technology into secondary school curriculum especially State and private owned secondary schools. A great deal of instructional and administrative work in secondary schools in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the teaching and learning of information Technology, and also the use of computer technology in secondary education in Nigeria. It further identifies the high cost of computer hardware and software resources; weak infrastructure; lack of human skills and knowledge in Computer and Information Technology, as the major stumbling block to the adoption of Information and Communication Technology in secondary school education system in Nigeria. The study recommends that efforts should be made by government to post skillful teachers with knowledge of Computer and Information Technology to teach in the secondary schools so as to impact computer skills to the students, and also stabilize electricity supply in Nigeria for effective teaching and learning process of Computer and Information Technology.

Last among equals: perceptions and prospects of further education trained PGCE holders in the age of ‘parity’

ABSTRACT This study explores how Further Education (FE) lecturers are perceived in secondary school settings and their professional prospects in the context of the UK parity status Act of 2012. Designed as a mixed method research, it sought the views of FE-trained teachers on their experience of working in secondary schools, the perceptions of recruitment agencies that work directly with FE-trained teachers and of mentors in secondary schools within a case study framework. It found that in spite of the widely acclaimed parity status, the prospects of FE-trained teachers of developing their career via the secondary school route were very limited. It also found that secondary school colleagues have a perception of their FE-trained counterparts as less professional than themselves for some reasons, thus raising a form of intra-professional group conflict. The study recommends policy and curriculum intervention in order for the parity condition to fulfil its full potentials.

ВИКОРИСТАННЯ ЗАСОБIВ НАРОДОЗНАВСТВА В ПОЗАНАВЧАЛЬНОМУ ВИХОВНОМУ ПРОЦЕСI ЗАГАЛЬНООСВІТНЬОЇ ШКОЛИ

The article deals with the importance of the study of ethnography and the usage of ethnographical means in the extra-curricular educational process of the secondary school. The principles and means of ethnological activityare are described.The usage of ethnography contributes to the formation of the student’s personality, have been caused a sense of national dignity and nationalpride in young people, formed the national values. The priority to ethnopedagogy and ethnography, family education and family spiritual values in the educational process of modern school are characterized.The analysis of stereotype-рhilosophic, public-humanistical, culturological etnohrafic-regional trends on forming the student’sindividuality in extracurricular educational work in secondary schools are given. The expediency of using the ideas of the historical experience of forming the personality of the student by means of ethnography in the extracurricular educational work of the modern Ukrainian school is substantiated.The importance of education of young generation in the national spirit, based on national spiritual and cultural traditionsare is characterized. It is aimed at forming a creative personality that at the present stage of civilization plays a special role.The aim of the article is to outline the peculiarities of the usage of the means of ethnography for the formation of the student’s personality in the extracurricular educational work of the modern general secondary school in Ukraine. By studying the usage of the tools of ethnography in extracurricular educational work, we analyzed a large number of educational work plans, scientific sources and came to the conclusion that great importance is given to the school and, in particular, to the teacher. Teacher should lay the foundation for national identity: specify the way the student mastering the necessary knowledge, skills and abilities, found that important to take into account psychological patterns of personality adolescence, when there is a sense of maturity and the associated desire to independence, using educational and extra-curricular activities.It has been established that various components of ethnography involved schoolchildren, young people to humane intimate relationships with people, helped to awaken the young people’s sense of nationality and national pride, formed national values that express the spiritual and moral principles of the people and its humanistic ideals.

Особливості фізичної підготовленісті учнів 5 – 6 класів в контексті часних норм оцінювання

У статті розкрито тему питання вивчення особливості підготовленості учнів 5–6 класів загальноосвітньої школи й сучасних підходів до її оцінки. Актуальність теми дослідження. Фізична підготовленість є одним із чинників, що характеризують працездатність, стан як фізичного, так і психічного здоров’я. Низький рівень фізичної підготовленості підростаючого покоління є проблемою, що притаманна більшості країн Європи, у тому числі Україні. За даними Академії медичних наук України, значна кількість учнів загальноосвітніх шкіл мають низький рівень здоров’я, що певною мірою зумовлене недостатнім рівнем їхньої фізичної підготовленості. Відповідних змін у зв’язку з цим зазнає стан здоров’я. Провідні українські науковці фізичну підготовленість радять розглядати ширше, не обмежуючись лише рівнем розвитку рухових якостей та опануванням певних рухових дій. Вони наполягають на обов’язковому врахуванні морфофункціональних можливостей органів і систем організму, що дасть змогу цілісно й проекційно підходити до соматичного формування особистості. Мета дослідження – визначити рівень фізичної підготовленості учнів 5–6 класів ЗОШ м. Києва. Методологія дослідження. В експерименті взяли участь 194 дитини, 10–12-річного віку, із них 90 – хлопчики і 104 – дівчаток. Дослідження проводили на базі спеціалізованої школи № 269 м. Києва з поглибленим вивченням французької мови. Для дослідження фізичної підготовленості школярів 5–6 класів застосовано такі рухові тести, як «стрибок у довжину з місця» (швидкісно-силові якості); «згинання-розгинання рук в упорі лежачи» (сила м’язів рук) дівчата; «підтягування у висі» хлопці (сила м’язів рук); «човниковий біг 4х9 м» (спритність); «біг 30 м» (швидкісні якості); «біг 1000 м» (витривалість); «нахил тулуба вперед із положення сидячи» (гнучкість). Силу м’язів кисті вимірювали за допомогою дитячого кистьового динамометра. Результати досліджень піддано математично-статистичній обробці з метою інтерпретації результатів педагогічних експериментів, як того вимагають подібні дослідження в галузі фізичної культури й спорту. Результати роботи та ключові висновки. Аналіз отриманих результатів тестування дав підставу зробити висновки про те, що результати учнів відповідають достатньому й високому рівням компетентності згідно з навчальною програмою «Фізична культура. (5–9 клас)», а також Державною системою тестів України. Проте, на нашу думку, певні позиції Державних тестів потребують перегляду, оскільки є дещо заниженими. Ураховуючи той факт, що рівень фізичної підготовленості взаємопов’язаний із рівнем соматичного здоров’я дітей, уважаємо, що така «корекція» нормативів не буде сприяти оптимізації фізкультурно-оздоровчої роботи у ЗОШ.

Learning-Centered Leadership Practices for Effective High Schools Serving At-Risk Students

Background/ContextModest gains in NAEP scores by American high schools over the past twenty years highlight the need to identify different factors associated with gains in student achievement. Amongst those potential factors is school leadership; limited research on leaders’ work in secondary schools highlights the need to understand how high school leaders structure their schools to promote student learning.Purpose/Objective/Research QuestionWe ask the question, What distinguishes leaders’ practices in more effective high schools from those in less effective high schools that serve large proportions of at-risk youth?Research DesignWe first identify more and less effective high schools using value-added scores, and we analyze interview, observational, and survey data collected in these schools to compare and contrast how leaders support key practices and organizational routines by their staff. Our analyses include work by traditional leaders (principals and assistant principals) as well as other leaders’ (e.g. department chairs, teacher leaders) practices within the schools.Conclusions/RecommendationsWe found differences between higher and lower value-added schools in terms of leaders’ conceptions of the intended routines (those ideal policies that faculty are to carry out) and their attention to the implementation of them, through closer examination of faculty members’ actual actions or their directed support for faculty members’ practices. Two primary themes characterize the differences in their practices. First, leaders in higher value-added high schools are more involved in, intentional about, and attentive to how their ideal/intended routines are implemented, thus ensuring that teachers’ actual practices are changed. They focus on how these routines provide ongoing monitoring and feedback for their faculty to build and improve teachers’ quality instruction, alignment of curriculum, and systems of support for students. Second, higher value-added school leaders provided more targeted, systemic efforts to support personalized learning for students.

МОНІТОРИНГ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО ФІЗКУЛЬТУРНО-СПОРТИВНОЇ РОБОТИ У ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ

The article reveals that the preparation of future teachers of physical culture for professional work should be carried out not only on the general cultural, psychological-pedagogical, and methodological levels, but include other types of preparation, including the physical, technical, athletic, etc., using the various modalities: classroom, extracurricular, independent. Monitoring of the readiness of future teachers of physical culture to physical education and sports work in secondary schools based on the analysis of programs of professional disciplines and diagnostics of a condition of their training. The absence of the unified science-based system of formation of professional physical culture and sports knowledge and skills, which should equip the future teacher of physical culture.To identify the status of sports activity in secondary schools, where the future teachers of physical culture have to work, a survey of students was conducted in order to establish their level of physical activity and health, the knowledge of ways of preserving and promoting health, the forms of sports activity. There was found, that the work of teachers of physical education concerning the training of adolescents to use the exercise of sport character, as well as to create a positive focus on physical culture and sports classes in their free time, is not enough. The survey of teachers was conducted to identify the problems of physical culture and sports work; preparedness and holding of mass sports events. It is established that the reasons that constrain the use of physical-sports work in the educational process of secondary schools, on our opinion, are the economic, organizational and motivational. The article highlights the lack of a single scientifically well-founded system of formation of professional physical culture and sports knowledge and skills, which should equip the future teacher of physical culture. The appropriate reasons are described in the article. The diagnostics of training of future teachers of physical culture to physical education and sports work in secondary schools, which showed a lack of willingness of teachers of physical education to this activity, ignorance of its functions in the field of physical and sports activities, a lack of methodical and practical readiness to the organization and conduction of physical culture and sports work with students and the others.

A small-scale study investigating staff and student perceptions of the barriers to a preventative approach for adolescent self-harm in secondary schools in Wales—a grounded theory model of stigma

ObjectivesGrounded theory analysis of secondary school staff and pupil perceptions about the barriers to preventative work for adolescent self-harm within the secondary school setting in Wales. Study designQualitative and grounded theory. MethodsTwo secondary schools in Wales were purposefully sampled for variation. Four group interviews took place using qualitative research methods (Participatory Rapid Appraisal) with six school-based professionals and six students aged more than 16 years. Three pupil participants had long-term experience themselves of self-harming behaviours; all the remaining participants had encountered pupils who self-harmed. The research interviews were transcribed verbatim, generating school context–dependent information. This was analysed through the logic of abduction using the constant comparative grounded theory method because of its ability to focus on axial coding for context. The ontology that shaped this work was critical realism within a public health paradigm. ResultsA theoretical model of stigma resulted from the grounded theory analytical process, specifically in relation to staff and student perceptions about adolescent self-harm within the institutional context. This meant that social-based behaviours in the secondary school setting centred on the topic and behaviour of adolescent self-harm were structured by stigma. ConclusionsThe findings of this study offer an explanation on the exclusion of adolescent self-harm from preventative work in secondary schools. The stigma model demonstrates that adolescent self-harm is excluded from the socio-cultural norms of the institutional setting. Applying the UK Equality Act (2010), this is discrimination. Further research on the institutional-level factors impacting adolescent self-harm in the secondary school context in England and Wales is now urgently needed.