Today, the National Education Union launches findings from a review led
by Professor Kathryn Riley of UCL, Institute of Education and
colleagues (Dr Tracey Allen and Dr Max Coates), on the links
between a sense of belonging, behaviour, and learning outcomes.
The review, which included an appraisal of the literature and
school-base case studies, concluded that a focus on place and
belonging in both policy and practice supports positive learning
and a range of good outcomes.
The review raises questions about the move towards
sanction-driven behaviour approaches. It found that overall,
there is a body of evidence to support a contextualised and
multi-layered approach to interventions, and strategies, around
behaviour and engagement in schools.
Strategies to create a sense of belonging in school can be shown
to be linked to: increased student motivation, improved academic
achievement; reductions in student absenteeism; increased staff
wellbeing and motivation and other positive social outcomes
including health and wellbeing.
The UCL IOE literature review found little compelling evidence
base for the efficacy of so-called 'Zero Tolerance' behaviour
policies. Instead, what emerged as very strong components within
successful models for supporting good behaviour were the quality
of teacher relationships with students: a sense of belonging; and
enhancing the social and emotional aspects of learning.
The case studies and the accompanying literature review found
that a sense of belonging and achieving positive behaviour are
closely linked and there was evidence that where pupils felt a
greater sense of belonging, connection to learning was enhanced.
The study also concludes that where schools are places of
belonging, the benefits are far reaching for staff, as well as
students.
Kevin Courtney, Joint General Secretary
of the National Education Union, said:
“As we navigate an academic year filled with uncertainty and
fluctuating attendance, supporting positive behaviour for
learning is a big challenge. We think that in this year more than
any other, the Government should look at this review and do much
more to signal that schools should feel empowered to put
wellbeing and engagement centre-stage. Currently Government is
giving mixed messages by pushing on as if this is a normal year.
“This review shows strategies on behaviour need to be long term
and multi-layered. It shows schools have the creativity and
commitment to innovate and do so all the time, but members tell
us this is often despite the Department for Education approach
not because of it. Staff need more time and space to develop
whole-school strategies for the context of their school and
valuing teacher wellbeing is shown to be transformational. This
study shows the multiple benefits from giving teachers time for
professional reflection and learning from research evidence.”
Kathryn Riley, Professor of Urban Education UCL,
Institute of Education and Co-Director, The Art of
Possibilities, said
“For many children and young people today home and community are
not fixed, and schools represent one of the few points of
continuity and stability in their lives. Covid-19 has sent a
shockwave across the Globe, exposed the divisions within and
across society and thrown a spotlight on the lives of children
and young people. It has also reinforced the importance of
schools as places of belonging.
“The Government’s response to the rapid increase in rates of
exclusion, alienation, and a sense of ‘not’ belonging in school,
and the impact of this on young people’s well-being, mental
health, and life chances has been sporadic. Recognition of the
impact on individuals, their families and on society has been
muted.
“In our review we looked at the positive links between school
belonging and educational outcomes. We wanted to know what worked
in schools to make a difference. We found little about ‘tough’
sanction-based behaviour policies based on exclusion and social
isolation, and much about the enjoyment of learning.
“The emphasis is on relationships. Interventions are purposeful.
The aim is to create a sense of place, belonging and agency. We
found that intentional whole-school practice can help create a
climate of welcome and belonging in school for all.
“Covid-19 should be the spur for a joined-up approach that
focuses on the power and potential of schools to be places of
welcome and possibility.
“For the Government this is a mind-shift. It’s about changing the
drivers for which schools are accountable from the transactional
(here are the results you need to get) to the aspirational (here
is what you can do to enable young people to fulfil themselves
and contribute to society).
“The Government needs to develop local capacity and foster forms
of leadership which recognise the distinctiveness of local
contexts and how to connect schools and communities.”
ENDS
Editor’s Note:
https://neu.org.uk/creating-sense-place-and-belonging-schools
