A report by the inspectorate for education and children's services examined good practice in re-engaging disaffected school students. A shared commitment by school staff to helping pupils succeed – and 'robust' monitoring of pupils' academic, personal, and social progress – were among the key factors.
Source: Good Practice in Re-engaging Disaffected and Reluctant Students In Secondary Schools, HMI 070255, Office for Standards in Education, Children's Services and Skills (07002 637833)
Links: Report | Telegraph report
Date: 2008-Oct
An article examined the disproportionality in rates of permanent and fixed-term exclusion for minority ethnic pupils, particularly black Caribbean pupils and those from other black backgrounds. One-quarter of the difference between black Caribbean permanent exclusion rates and the rates for other pupils was explained by factors relating to deprivation – suggesting a lack of compliance with legal requirements. The persistence of disproportionalities in exclusions by ethnic group could be considered institutionally racist outcomes.
Source: Carl Parsons, 'Race relations legislation, ethnicity and disproportionality in school exclusions in England', Cambridge Journal of Education, Volume 38 Issue 3
Links: Abstract
Date: 2008-Sep
Researchers examined the developing social worlds of children in late primary school, exploring the patterns in children's general peer relationships, their closer and more significant friendships, and bullying behaviours. Most (75 per cent) of the sample belonged to 'positive friendship' groups: these children felt supported by their friends, and did not engage in bullying or experience victimization. Victims and bully/victims had lower levels of well-being than children in the positive friendships clusters; and were characterized by a number of difficulties, including low self-esteem and higher incidence of depression, that extended from early childhood through primary school.
Source: Leslie Gutman and John Brown, The Importance of Social Worlds: An investigation of peer relations, Research Report 29, Centre for Research on the Wider Benefits of Learning/University of London (020 7612 6291)
Links: Report | Brief | IOE press release | Guardian report
Date: 2008-Aug
A government-commissioned report recommended that teachers be given powers to search pupils for alcohol and stolen property, but questioned the effectiveness of drug testing.
Source: Alan Steer, Behaviour Review: Paper 3, Department for Children, Schools and Families (0845 602 2260)
Links: Report | DCSF letter | DCSF press release | NASUWT press release | NUT press release | Voice press release | Guardian report
Date: 2008-Jul
There were 8,680 permanent exclusions from primary, secondary, and special schools in England in 2006-07, which represented 0.12 per cent of the number of pupils in schools (12 pupils in every 10,000). Compared with the previous year, the number of permanent exclusions had decreased by almost 7 per cent.
Source: Permanent and Fixed Period Exclusions from Schools and Exclusion Appeals in England, 2006/07, Statistical First Release 14/2008, Department for Children, Schools and Families (0870 000 2288)
Links: SFR | DCSF press release | NUT press release | NASUWT press release | Liberal Democrats press release | BBC report
Date: 2008-Jun
An article examined school violence and bullying. It provided examples of effective interventions for preventing violence and described some methods, grounded in a restorative and emotional intelligence framework, that had been successfully adopted. If violence were to be addressed, a 'whole school' approach embedded in the wider community was required.
Source: Helen Cowie, Nicola Hutson, Dawn Jennifer and Carrie Anne Myers, 'Taking stock of violence in UK schools: risk, regulation, and responsibility', Education and Urban Society, Volume 40 Number 4
Links: Abstract
Date: 2008-May
The government published a White Paper on tackling poor behaviour in schools and teaching excluded pupils. New types of schools and programmes would be piloted for young people who were educated outside the mainstream. Plans included: closing the poorest performing pupil referral units; encouraging more use of innovative private and voluntary sector providers; publishing performance data for both alternative education providers and for local authorities for the first time; and a new emphasis on early intervention to prevent the need for exclusion.
Source: Back on Track: A strategy for modernising alternative provision for young people, Cm 7410, Department for Children, Schools and Families, TSO (0870 600 5522)
Links: White Paper | Hansard | DCSF press release | NUT press release | NASUWT press release | Voice press release | London Councils press release | 4Children press release | Guardian report | BBC report | Community Care report | Telegraph report
Date: 2008-May
A new book examined research on behaviour and attendance in schools. It considered the causes of disaffection, and explored ways that behaviour and attendance could be improved. Policymakers should encourage society and the media to create role models who would have a positive influence on young people's attitudes and behaviour.
Source: Susan Hallam and Lynne Rogers, Improving Behaviour and Attendance at School, Open University Press (01280 823388)
Links: Summary | IOE press release
Date: 2008-Apr
The opposition Conservative Party published proposals designed to improve behaviour in schools. Measures included: restoring headteachers' authority, by ending the right to appeal against exclusions; changing the law so that teachers could physically restrain violent pupils; and giving headteachers the power to ban any items they thought might cause violence or disruption.
Source: Giving Power Back to Teachers, Conservative Party (020 7222 9000)
Links: Report | Conservative Party press release | NASUWT press release | Liberal Democrats press release | Guardian report | Telegraph report | BBC report
Date: 2008-Apr
The initial report of an official review recommended that all secondary schools should be required by law to accept pupils that their neighbouring schools had excluded. Under the new law, schools would form a collective, called a 'behaviour partnership' in every neighbourhood. The government said that it accepted the recommendation.
Source: Alan Steer, Behaviour Review: An Initial Response, Department for Children, Schools and Families (0845 602 2260)
Links: Report | DCSF press release | Speech | Guardian report | BBC report
Date: 2008-Mar
A survey asked teachers what factors had the greatest negative influence on pupil behaviour. Lack of positive parental engagement in pupils' learning was seen as having the greatest negative impact. This was followed by a lack of clear disciplinary consequences for unacceptable pupil behaviour. Out of a ranking on an 11-point scale, parents' low social status and economic disadvantage came eighth and ninth in rank order.
Source: Sean Neill, Disruptive Pupil Behaviour: Its Causes and Effects, National Union of Teachers (020 7388 6191)
Links: Report | Guardian report | BBC report | Telegraph report
Date: 2008-Mar
Researchers found that where parenting contracts were used local authorities, schools, and parents had found them beneficial in improving the child's attendance and behaviour and the relationship between school and parents.
Source: Louise Hall, Lucy Evans and Susie Wreford, Education-related Parenting Contracts Evaluation, Research Report 030, Department for Children, Schools and Families (0845 602 2260)
Date: 2008-Mar
The rate of overall absence in primary schools in England in 2006-07 was 5.18 per cent (compared with 5.76 per cent in 2005-06). The rate for secondary schools was 7.87 per cent (8.24 per cent in 2005-06).
Source: Pupil Absence in Schools in England, including Pupil Characteristics: 2006/07, Statistical First Release 05/2008, Department for Children, Schools and Families (0870 000 2288)
Links: SFR | NUT press release | Liberal Democrats press release | Guardian report | BBC report
Date: 2008-Feb
