Amplifying the voice of adolescent girls to improve school attendance during menstruation

Menstruation is an inevitable but significant process in the life of adolescent girls that requires the support of both school and family for a successful navigation. Around the age of 12 when girls start menstruating, they are preparing to begin secondary education. Unfortunately, research shows a direct link between the onset of menstruation and absenteeism from school. Actions to transform schools into more enabling spaces for menstruating girls are undeniably critical. This qualitative study involved 7 volunteer girls from grade 7 to find out how they could improve their own situation, develop resilience and cope with menstruation. The girls who were willing to participate were chosen from a primary school in Meru County, Kenya, where the first author has an ongoing relationship with the management. The study employed a participatory action research design. Data was generated using art-based methods and transcriptions of group meetings. In cycle 1 participants explored their experiences of menstruation while attending school, and in cycle 2 they generated ideas on how the school could support them to address the negative aspects they identified. They incorporated their recommendations in a policy brief presented to school management to help them take action to ensure a supportive and enabling environment for menstruating girls. The findings will be of interest to other primary schools who wish to improve the support they provide to adolescent girls to keep them at school

General Issue Editorial 7(1) 2025

This is the PRISM Editorial for the General Issue 7(1) 2025, written by Peter Wolstencroft, David Allan and Craig Hammon

COVID-19, weather conditions, and educators’ motives - factors shaping the provision of Forest and Nature School: Outcomes from a French-based study

Forest and Nature School, a form of outdoor nature-based education, has been gaining momentum globally, including in France, where interest in alternative, experiential pedagogies is on the rise. In November 2022, an online survey was conducted to explore the operations and practices of private Forest and Nature School programs within the French context. The study gathered responses from 24 educators representing 21 active programs and two in development. This paper draws on the study’s findings to highlight three key factors influencing the provision of private Forest and Nature School initiatives in France: the impact of the COVID-19 pandemic and weather-related conditions, as well as the personal motivations of educators to engage in outdoor teaching. These factors are examined through the lens of relevant literature. Finally, the paper offers recommendations for future research and practical considerations for stakeholders interested in advancing nature-based education in France and beyond

An investigation into the Social, Academic, and Developmental value of Arts and Humanities Foundation Years

This research paper explores the social, academic, and developmental value of arts and humanities foundation years at university. The research was conducted with students at a post-92 university in the northwest of England and investigates their experiences of undertaking a foundation course in the arts and humanities. It focuses on students’ perception of the course’s value, both in terms of the cost of tuition fees and the educational and personal benefits to them. The research was conducted in the context of the 2019 Review of Post-18 Education conducted by Sir Phillip Augur that recommended funding be withdrawn from university foundation courses. Our research found that most students would not have continued studying had a university foundation course not been available to them, and that the course benefitted them in a number of ways, including by developing their self-confidence and their sense of belonging in a Higher Education (HE) environment. Our findings demonstrate that foundation years at universities continue to play an important role in widening participation in the arts and humanities at a time when these subjects are themselves under threat, and therefore remain valuable in promoting social justice and inclusivity in HE

Lego®-based therapy in a Secondary School context: Exploring Practitioner Perspectives

Despite recorded successes of using Lego®-based Therapy (LBT) to support autistic children and young people (CYP) and those with SEMH needs, there is a dearth of research examining the perspectives of secondary school practitioners. Addressing this gap, this paper explores the perspectives of staff (teachers and paraprofessionals) in a secondary setting to elicit their voice and further understand the benefits and challenges of using LBT with adolescents. Informed by the capability approach (Nussbaum, 2011), participants indicated that Lego® -based Therapy (LBT) is a beneficial approach for autistic CYP and those with SEMH needs, yet is constrained by outcomes-driven education policy, mandatory testing regimes, and budgetary constraints. Furthermore, results suggest that LBT can be a valuable approach for schools to implement as part of inclusive practice, it can facilitate sociality and a more connective environment for a range of CYP. However, caution should be exercised when interpreting these results, as the study was limited by its small sample size, and systematised review.

Development of a Peer-Teaching Mentoring program using SMART goals

This study reports on a project that adopted a social constructivist approach and SMART goals to develop a successful peer-teaching mentoring program to enhance year ten students\u27 leadership growth and year six students\u27 connectedness to their school and peers. Doran (1981, p. 16) developed the SMART goals approach as a guided process to develop a project\u27s desired goal. The SMART goals, S-Specific, M-Measurable, A-Achievable, R-Relevant, and T-Timely, were used to develop the pedagogical artifacts for the peer-teaching mentoring program and facilitate sharing knowledge, skills, and experience. The study used the SMART goals to map the developing stages. It was divided into three stages: 1. developing the characteristics and pedagogical artifacts, 2. preparing the program with the school, and 3. developing surveys and interview questions for data collection and future program analysis. The paper argues that using the SMART goals can help articulate and develop pedagogical tools on peer-teaching mentoring models that address the essential stages and characteristics for facilitating the sharing of knowledge, skills, and experience

Pedagogical Prophet? David Hargreaves\u27 1996 Vision for a Research-Based Profession: A 2024 Reality Check

David Hargreaves\u27 1996 vision for a research-based teaching profession aimed to integrate robust, evidence-based approaches into educational practice and policy. This critical evaluation examines the extent to which his vision has been realised. In his inaugural lecture for the Teacher Training Agency (TTA), Hargreaves proposed a profession where research directly informs teaching practices, promoting continuous improvement in educational outcomes. This evaluation compares his proposals with the current educational landscape, highlighting both progress and ongoing challenges. While acknowledging Hargreaves\u27 significant influence, the analysis also considers criticisms regarding the types of research that have become prevalent in educational discourse, especially within government policy. The article underscores the need for ongoing development to fully achieve a research-based profession and evaluates the impact of Hargreaves\u27 ideas on contemporary educational policy and practice.

From Academic Judgement to Academic Coaching: Using Video Feed as an Alternative to Written Feedback.

The National Student Satisfaction Survey (NSS) consistency highlights student feedback as a concern across the Higher Education sector. As such there needs to be a re-think in how feedback is provided, not only to justify academic judgement but to allow students to improve future work. This article explores the use of video feedback and the potential impact it can have on how students engage with and value of feedback. This article is supported by data collected from a cohort of second year university students after receiving video feedback for the first time on their academic programme. From the data, several key benefits were discovered that benefits the educational experience. Students demonstrated a greater level of understanding of the feedback, as it was more detailed and personalised, making it feel less intimidating. They also spent more time engaging with the feedback, which suggests that this format helps enhance future work and learning outcomes. Overall, the video feedback approach proved to be an effective method for improving students\u27 comprehension and interaction with feedback. This can lead to more accurate and effective feedback, ultimately resulting in better performance outcomes. This feedback can be both positive and constructive, and it can help individuals to better understand their strengths and weaknesses, and to make improvements in their future performance.

Confusion and Consequences: The power of \u27We\u27

Business education is still driven by individualistic cultures (the ‘I’), which provides the sociocultural container for what education is and can be. Paradoxically, the pandemic’s drive towards online collaborative working is a stark reminder of alternatives (the ‘we’). This thought piece calls for a deeper re-examination and emphasis on the ‘we’ as a basis for educational development

Effective Teaching in a Humanities and Languages Foundation Year: Lessons Learned from Teaching During a Pandemic.

This paper will explore key research around Foundation year entry at a large Northwest university in England, UK and explore what makes effective provision. It will share lessons learned during Covid-19 from student feedback from a Humanities, and Languages foundation year. There is some research around what makes for a successful foundation year. This has not had the attention it deserves, and there are still only a few papers based in the UK context. The paper explores and discusses key aspects that make a foundation entry programme successful. Furthermore, the paper explores the experiences of students from non-traditional backgrounds, (or with non-standard qualifications), and how they can underperform in comparison to students with more traditional academic backgrounds, i.e., those that have successfully passed standard Advanced Levels. In relation to non-traditional students, a good Foundation Year can help improve the outcomes for these students, and offer them opportunities to be as successful – or indeed more successful – than traditional entry students