Pub Date : 2022-07-03DOI: 10.1080/02643944.2022.2095419
James O’Higgins Norman, C. Berger, Shoko Yoneyama, D. Cross
ABSTRACT Bullying is an issue that continues to represent a significant challenge to the provision of pastoral care in schools. In more recent decades, it has evolved in its complexity to include forms of bullying often referred to as cyberbullying or online bullying. Reflecting a wider discourse on pastoral care, recent analysis of how schools have been addressing bullying (face-to-face and online) has resulted in a recognition that initiatives to address school bullying must involve a wider community than a single school. This paper will briefly consider the scope and impact of school bullying (including its online expression) and then report on innovative research that was conducted in conjunction with UNESCO using the eDelphi method of consultation to understand the best way to tackle school bullying at a global level. We outline in detail how experts recommend a move from a whole-school to a whole-education approach to tackling bullying.
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Pub Date : 2022-07-03DOI: 10.1080/02643944.2022.2101778
N. Purdy, J. Robson, E. Formby, D. Webster
Welcome to this Special Issue of Pastoral Care in Education in which we celebrate the 40th Anniversary of the journal’s membership association, the National Association for Pastoral Care in Education (NAPCE). NAPCE was founded in October 1982 to establish links between education professionals and allied agencies who have an interest in pastoral care, personal and social education and the welfare of students of all ages in schools. Over 300 teachers attended the inaugural conference in Dudley, England, at which the founding chair Michael Marland, spoke of the challenges faced by many thousands of teachers with responsibility for pastoral care despite very little training or support at local or national level and with limited focus during Initial Teacher Training. The first issue of NAPCE’s journal Pastoral Care in Education was subsequently published in February 1983 and in the editorial, Peter Ribbins, Maura Healy and Peter Lang warned that in these ‘hard times for education . . . we shall probably have to be vigilant and fight hard if pastoral provision is not to be reduced to a rump’ (Ribbins et al., 1983, p. 1). The first issue comprised eight articles which focused on a range of themes including ‘Rethinking the Pastoral-Academic Split’ (Ron Best and Peter Ribbins), ‘The Pastoral Head’ (Keith Blackburn), ‘Preparing for Promotion in Pastoral Care’ (Michael Marland) and ‘Teacher-Based Research and Pastoral Care’ (Bob Burgess). Self-evidently the educational policy context was very different 40 years ago. The year 1982 marked the halfway point between Prime Minister James Callaghan’s influential Ruskin College speech in 1976 (which launched what would be known as the ‘great debate’ about the nature and purpose of education in the UK) and the introduction in 1988 of Kenneth Baker’s Education Reform Act and the first statutory National Curriculum in England and Wales. Fast forward 40 years and it seems that our world has changed immeasurably: globally we continue to emerge from the greatest pandemic in a century (Covid-19) which is reported to have caused 6 million deaths worldwide; we face enormous challenges to address climate change which is fuelling weather extremes, natural disasters and environmental degradation; and in recent months we have witnessed the Russian invasion of Ukraine, leading to the largest refugee crisis since World War II with almost 9 million Ukrainians fleeing their home country and a third of the population displaced. Educationally too, much has been written about the increased accountability imposed on our school systems, ostensibly aiming to raise standards and generate improved outcomes, but arguably resulting in increased managerialism, an unhealthy focus on ‘teaching to the test’ and a lack of trust in school PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 3, 257–260 https://doi.org/10.1080/02643944.2022.2101778
{"title":"“Reflections on 40 years of pastoral care in education”","authors":"N. Purdy, J. Robson, E. Formby, D. Webster","doi":"10.1080/02643944.2022.2101778","DOIUrl":"https://doi.org/10.1080/02643944.2022.2101778","url":null,"abstract":"Welcome to this Special Issue of Pastoral Care in Education in which we celebrate the 40th Anniversary of the journal’s membership association, the National Association for Pastoral Care in Education (NAPCE). NAPCE was founded in October 1982 to establish links between education professionals and allied agencies who have an interest in pastoral care, personal and social education and the welfare of students of all ages in schools. Over 300 teachers attended the inaugural conference in Dudley, England, at which the founding chair Michael Marland, spoke of the challenges faced by many thousands of teachers with responsibility for pastoral care despite very little training or support at local or national level and with limited focus during Initial Teacher Training. The first issue of NAPCE’s journal Pastoral Care in Education was subsequently published in February 1983 and in the editorial, Peter Ribbins, Maura Healy and Peter Lang warned that in these ‘hard times for education . . . we shall probably have to be vigilant and fight hard if pastoral provision is not to be reduced to a rump’ (Ribbins et al., 1983, p. 1). The first issue comprised eight articles which focused on a range of themes including ‘Rethinking the Pastoral-Academic Split’ (Ron Best and Peter Ribbins), ‘The Pastoral Head’ (Keith Blackburn), ‘Preparing for Promotion in Pastoral Care’ (Michael Marland) and ‘Teacher-Based Research and Pastoral Care’ (Bob Burgess). Self-evidently the educational policy context was very different 40 years ago. The year 1982 marked the halfway point between Prime Minister James Callaghan’s influential Ruskin College speech in 1976 (which launched what would be known as the ‘great debate’ about the nature and purpose of education in the UK) and the introduction in 1988 of Kenneth Baker’s Education Reform Act and the first statutory National Curriculum in England and Wales. Fast forward 40 years and it seems that our world has changed immeasurably: globally we continue to emerge from the greatest pandemic in a century (Covid-19) which is reported to have caused 6 million deaths worldwide; we face enormous challenges to address climate change which is fuelling weather extremes, natural disasters and environmental degradation; and in recent months we have witnessed the Russian invasion of Ukraine, leading to the largest refugee crisis since World War II with almost 9 million Ukrainians fleeing their home country and a third of the population displaced. Educationally too, much has been written about the increased accountability imposed on our school systems, ostensibly aiming to raise standards and generate improved outcomes, but arguably resulting in increased managerialism, an unhealthy focus on ‘teaching to the test’ and a lack of trust in school PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 3, 257–260 https://doi.org/10.1080/02643944.2022.2101778","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"112 1 1","pages":"257 - 260"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77448457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/02643944.2022.2099005
Phil Jones
ABSTRACT The article will consider the challenges that pastoral care in education faces to ensure that it continues to make a positive contribution to the learning experience of children and young people living in the 21st century. It will discuss how in recent years the purpose of education has been questioned by writers and the implications this may have for developing effective pastoral structures and systems and for the priorities of staff in their pastoral roles in the future. It will reflect on why there has been a need for pastoral care in education and why it is needed to support the academic achievement and personal development of children and young people in the future. The article will examine the important contribution pastoral care makes to the socialisation process and how this has been highlighted by the experience of the pandemic. In conclusion, four recommendations are made about how pastoral care in education can respond to the challenges of the 21st century and ensure that children and young people are provided with the support they need to succeed in their education, face the challenges of the modern workplace and in their future lives and make a positive contribution to society.
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Pub Date : 2022-07-03DOI: 10.1080/02643944.2022.2093956
A. Emerson
ABSTRACT Current behaviour policies, which focus around reward and deterrent, have only limited long-term effectiveness. They assume that students can exercise self-control and follow rules, when motivated to do so. Students with special educational needs and disabilities typically have many intrinsic challenges to self-regulation, due to executive function difficulties, leading to them having frequent negative experiences of behaviour management practices which compound the challenges they face in schools. When children struggle to follow the rules, their anxiety tends to rise and they may experience many situations during the school day as threatening, leading to the ‘fight, flight or freeze’ response. This escalates behaviour that schools view as challenging. An alternative approach to management of behaviour comes from ‘trauma-informed’ education where all behaviour is seen as a form of communication and an opportunity to develop self-regulation. Pastoral care staff can lead the way to a view of students as on a journey of increased self-insight and self-management that will stand them in good stead throughout their lives.
{"title":"The case for trauma-informed behaviour policies","authors":"A. Emerson","doi":"10.1080/02643944.2022.2093956","DOIUrl":"https://doi.org/10.1080/02643944.2022.2093956","url":null,"abstract":"ABSTRACT Current behaviour policies, which focus around reward and deterrent, have only limited long-term effectiveness. They assume that students can exercise self-control and follow rules, when motivated to do so. Students with special educational needs and disabilities typically have many intrinsic challenges to self-regulation, due to executive function difficulties, leading to them having frequent negative experiences of behaviour management practices which compound the challenges they face in schools. When children struggle to follow the rules, their anxiety tends to rise and they may experience many situations during the school day as threatening, leading to the ‘fight, flight or freeze’ response. This escalates behaviour that schools view as challenging. An alternative approach to management of behaviour comes from ‘trauma-informed’ education where all behaviour is seen as a form of communication and an opportunity to develop self-regulation. Pastoral care staff can lead the way to a view of students as on a journey of increased self-insight and self-management that will stand them in good stead throughout their lives.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"41 1","pages":"352 - 359"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84251662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.1080/02643944.2022.2093955
H. Cowie
ABSTRACT There are many difficulties facing families in today’s world, including economic pressures, fallout from the pandemic, and enforced migration from war-torn countries. Mental health problems are known to have a disproportionately negative impact on the lives of children and young people and their families who are already vulnerable through such conditions as poverty or being a refugee, that put them at heightened risk of marginalisation and discrimination. It is easy to feel overwhelmed by the complexity and scale of the problems. However, in this article, I argue that pastoral care systems in schools continue to play a significant role in alleviating the distress of children and young people, of building on their inner strengths of resilience, hope and creativity, and of connecting to the people, systems and resources around them. This article proposes two key recommendations for pastoral care in education – the need to create systems and interventions that reach out to families in the community and the need to enhance and strengthen peer relationships both within and beyond the school community.
{"title":"Pastoral care in education today: its continuing role in promoting mental health in children and young people","authors":"H. Cowie","doi":"10.1080/02643944.2022.2093955","DOIUrl":"https://doi.org/10.1080/02643944.2022.2093955","url":null,"abstract":"ABSTRACT There are many difficulties facing families in today’s world, including economic pressures, fallout from the pandemic, and enforced migration from war-torn countries. Mental health problems are known to have a disproportionately negative impact on the lives of children and young people and their families who are already vulnerable through such conditions as poverty or being a refugee, that put them at heightened risk of marginalisation and discrimination. It is easy to feel overwhelmed by the complexity and scale of the problems. However, in this article, I argue that pastoral care systems in schools continue to play a significant role in alleviating the distress of children and young people, of building on their inner strengths of resilience, hope and creativity, and of connecting to the people, systems and resources around them. This article proposes two key recommendations for pastoral care in education – the need to create systems and interventions that reach out to families in the community and the need to enhance and strengthen peer relationships both within and beyond the school community.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"45 1","pages":"321 - 327"},"PeriodicalIF":1.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77440998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.1080/02643944.2022.2095418
E. Setty
ABSTRACT Young people’s socio-sexual lives and development have become increasingly digitally mediated over recent years. There are implications for classroom-based Relationships, Sex, and Health Education (RSHE), which has recently been made mandatory in most state-maintained schools in England. The evidence base pertaining to good practice in RSHE is extensive and identifies a need for RSHE to be relatable and relevant to learners, and to position learners as active participants in the pedagogic process. Typically, young people’s use of digital media is considered a risk or problem to address in RSHE and this includes their use of digital media for formal and informal learning about sex and relationships. This paper explores the potential value of digital media to classroom based RSHE. It considers how using digital media in the classroom could help to convey material in a relatable and relevant way, including how the ‘influencer model’ may represent a new opportunity for or form of peer delivered education. It also discusses the value of strengthening young people’s skills in identifying reliable and trustworthy content and in applying the content to their own lives, which may necessitate opportunities for independent and self-directed learning away from the classroom.
{"title":"Digital media and relationships, sex, and health education in the classroom","authors":"E. Setty","doi":"10.1080/02643944.2022.2095418","DOIUrl":"https://doi.org/10.1080/02643944.2022.2095418","url":null,"abstract":"ABSTRACT Young people’s socio-sexual lives and development have become increasingly digitally mediated over recent years. There are implications for classroom-based Relationships, Sex, and Health Education (RSHE), which has recently been made mandatory in most state-maintained schools in England. The evidence base pertaining to good practice in RSHE is extensive and identifies a need for RSHE to be relatable and relevant to learners, and to position learners as active participants in the pedagogic process. Typically, young people’s use of digital media is considered a risk or problem to address in RSHE and this includes their use of digital media for formal and informal learning about sex and relationships. This paper explores the potential value of digital media to classroom based RSHE. It considers how using digital media in the classroom could help to convey material in a relatable and relevant way, including how the ‘influencer model’ may represent a new opportunity for or form of peer delivered education. It also discusses the value of strengthening young people’s skills in identifying reliable and trustworthy content and in applying the content to their own lives, which may necessitate opportunities for independent and self-directed learning away from the classroom.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"46 1","pages":"289 - 305"},"PeriodicalIF":1.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86720026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.1080/02643944.2022.2093959
Colleen McLaughlin
ABSTRACT The period between 1980 and 2022 has seen the most radical reforms of education in England since the 1944 Education Act. This article explores those changes and their impact upon the conception and execution of pastoral care in schools. The argument is that these reforms have narrowed the thinking and practice and that what is needed now is a radical reform if we are to be able to engage with all students, enable them to learn and live in the world of today. Specific topics discussed are engagement and inclusion in school, school exclusions, behaviour policies, and mental health.
{"title":"Intended consequences, significant moments and new directions: a reflection on pastoral care since 1972","authors":"Colleen McLaughlin","doi":"10.1080/02643944.2022.2093959","DOIUrl":"https://doi.org/10.1080/02643944.2022.2093959","url":null,"abstract":"ABSTRACT The period between 1980 and 2022 has seen the most radical reforms of education in England since the 1944 Education Act. This article explores those changes and their impact upon the conception and execution of pastoral care in schools. The argument is that these reforms have narrowed the thinking and practice and that what is needed now is a radical reform if we are to be able to engage with all students, enable them to learn and live in the world of today. Specific topics discussed are engagement and inclusion in school, school exclusions, behaviour policies, and mental health.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"12 1","pages":"261 - 270"},"PeriodicalIF":1.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75348617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.1080/02643944.2022.2093953
E. Maynard, A. Warhurst, Nikki Fairchild
ABSTRACT The Covid-19 pandemic brought seismic changes to children and families, with schools at the forefront of the daily battle to maintain learning. We report on our reflexive thematic analysis of data collected with 28 participants in 14 schools in England during the summer of 2021, following two extensive national lockdowns, and two transition points of returning to school under Covid safety measures. Our data reflects an emerging narrative ecology of Schools-in-Covid, developing as the pandemic continued to unfold for children and families, schools, policy makers and ourselves, in a co-construction of what this pandemic has brought to our lives. We present our findings as a reportage, as our collective experience continues to unfold. Our superordinate themes re-position the UK Government priority of academic catch up as secondary to mental health, and argue the re-establishment of the hidden curriculum was the main vehicle for social and emotional learning (SEL) and wellbeing through direct instruction, modelling and practice, typically associated with improved attitudes about the self, others and school and with consequential higher attainment. We report a partial inversion of expectations; rather than a heavy emphasis towards widening disadvantage, our participants report some benefit to vulnerable children and young people who gained from a changed in-person learning environment, and overwhelming distress to those deemed less vulnerable. Our findings identify Schools in the Community, Care before Curriculum, Agility (adapt, survive and thrive), and Reflective and Responsive, as the key aspects of an emerging narrative ecology of Schools-in-Covid.
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Pub Date : 2022-06-29DOI: 10.1080/02643944.2022.2093960
C. Carter
ABSTRACT This paper addresses one of the biggest challenges facing Pastoral Care in Education today: the impact of Covid-19 on children’s wellbeing. The negative effects on children’s wellbeing and mental health are already being widely reported (e.g.; Loades et al. 2020). Therefore, this paper will outline both the impact of Covid-19 on children’s wellbeing and how this challenge might be addressed. This paper argues for additional support for children’s wellbeing and considers the opportunity for rethinking educational practice and future research directions.
本文探讨了当今教育教牧关怀面临的最大挑战之一:Covid-19对儿童福祉的影响。对儿童福祉和心理健康的负面影响已经得到广泛报道(例如;Loades et al. 2020)。因此，本文将概述Covid-19对儿童福祉的影响以及如何应对这一挑战。本文主张对儿童福祉的额外支持，并考虑重新思考教育实践和未来研究方向的机会。
{"title":"What is the biggest challenge facing pastoral care in education today and how can this challenge be effectively addressed? The effects of the Covid-19 pandemic on children’s well-being","authors":"C. Carter","doi":"10.1080/02643944.2022.2093960","DOIUrl":"https://doi.org/10.1080/02643944.2022.2093960","url":null,"abstract":"ABSTRACT This paper addresses one of the biggest challenges facing Pastoral Care in Education today: the impact of Covid-19 on children’s wellbeing. The negative effects on children’s wellbeing and mental health are already being widely reported (e.g.; Loades et al. 2020). Therefore, this paper will outline both the impact of Covid-19 on children’s wellbeing and how this challenge might be addressed. This paper argues for additional support for children’s wellbeing and considers the opportunity for rethinking educational practice and future research directions.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"121 1","pages":"279 - 286"},"PeriodicalIF":1.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83229905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1080/02643944.2022.2093963
C. Walker
ABSTRACT The move from secondary education into higher education is an important life event for many young people, and such a dramatic change in environment and responsibility can bring with it significant new challenges. Reports and surveys outlining low levels of wellbeing amongst students are becoming more and more prevalent. Many universities provide a broad range of support provisions, yet outcomes for students generally remain poor. The way in which pastoral care and guidance is signposted and communicated plays an important role in engaging young people, particularly in an environment where perception and stigma can be significant in influencing behaviour. Ensuring that wellbeing support is delivered in a convenient and sustainable way is a valuable tool in encouraging young people to come forward. Wellbeing should be reflected in every aspect of strategy for higher education providers, and a culture of proactive advice rather than reactive support should be the norm. Most importantly, reflecting on the voice of young people and creating student-led schemes will go a long way in ensuring that wellbeing support is open, accessible and effective.
{"title":"Wellbeing in higher education: a student perspective","authors":"C. Walker","doi":"10.1080/02643944.2022.2093963","DOIUrl":"https://doi.org/10.1080/02643944.2022.2093963","url":null,"abstract":"ABSTRACT The move from secondary education into higher education is an important life event for many young people, and such a dramatic change in environment and responsibility can bring with it significant new challenges. Reports and surveys outlining low levels of wellbeing amongst students are becoming more and more prevalent. Many universities provide a broad range of support provisions, yet outcomes for students generally remain poor. The way in which pastoral care and guidance is signposted and communicated plays an important role in engaging young people, particularly in an environment where perception and stigma can be significant in influencing behaviour. Ensuring that wellbeing support is delivered in a convenient and sustainable way is a valuable tool in encouraging young people to come forward. Wellbeing should be reflected in every aspect of strategy for higher education providers, and a culture of proactive advice rather than reactive support should be the norm. Most importantly, reflecting on the voice of young people and creating student-led schemes will go a long way in ensuring that wellbeing support is open, accessible and effective.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"64 1","pages":"310 - 320"},"PeriodicalIF":1.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75638427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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