'I didn't stand a chance': how parents experience the exclusions appeal tribunal

In September 2012 the process changed in England for how parents (and carers) can appeal against their child's exclusion from school. This paper is one of the first accounts of how parents experience the new system. Using data from a research study with a range of stakeholders in the appeals process, this paper focuses on the accounts of the 21 parents interviewed. Thematic analysis was utilised to identify the factors that motivate parents to make an appeal, the barriers and enablers to doing so, and the physical, emotional and financial costs that result from engagement with the process. The findings reveal that the costs are extremely heavy for parents with very limited rewards. The process is experienced as inequitable with a bias towards schools and many of these parents call for the provision of experienced legal support to make it a more balanced system. In spite of the challenges involved the need to call schools to account remains a strong motivation to appeal but this was not the preferred option for parents. Instead they call for schools to develop more inclusive and enabling environments that rely more on understanding the needs of pupils and their families than on exclusion from school. Key words: Appeal; exclusion; education; schools; special educational needs; parent

Personal Social Health & Economic (PSHE) Education under the coalition government

The place of (Personal Social Health and Economic) PSHE in schools has been debated widely and central government policy has shifted from the subject almost becoming statutory in 2010, towards being almost entirely devolved in the school led system under the coalition government. PSHE is currently non-compulsory, however schools are expected to teach the subject despite the lack of available training for teachers or teaching materials. This research conducted by Ben Willis and Claire Wolstenholme in the Centre for Education and Inclusion research at Sheffield Hallam University builds on the 2011 mapping study across England conducted by CEIR. This is a small scale study which attempts to investigate how schools in one local authority area in the north of England are dealing with the new policy landscape of PSHE. The specific aim was to explore the extent to which the status and provision of PSHE in schools has altered under the coalition government of 2010 to 2015

ScratchMaths: evaluation report and executive summary

Since 2014, computing has been part of the primary curriculum. ‘Scratch’ is frequently used by schools, and the EEF funded this trial to test whether the platform could be used to improve pupils’ computational thinking skills, and whether this in turn could have a positive impact on Key Stage 2 maths attainment. Good computational thinking skills mean pupils can use problem solving methods that involve expressing problems and their solutions in ways that a computer could execute – for example, recognising patterns. Previous research has shown that pupils with better computational thinking skills do better in maths. The study found a positive impact on computational thinking skills at the end of Year 5 – particularly for pupils who have ever been eligible for free school meals. However, there was no evidence of an impact on Key Stage 2 maths attainment when pupils were tested at the end of Year 6. Many of the schools in the trial did not fully implement ScratchMaths, particularly in Year 6, where teachers expressed concerns about the pressure of Key Stage 2 SATs. But there was no evidence that schools which did implement the programme had better maths results. Schools may be interested in ScratchMaths as an affordable way to cover aspects of the primary computing curriculum in maths lessons without any adverse effect on core maths outcomes. This trial, however, did not provide evidence that ScratchMaths is an effective way to improve maths outcomes

'You are being categorised as better than you are'.. Male students’ perception of male student mental health

The mental health of English university students is an increasing concern and is now often described as a ‘crisis’. Most higher education students are at the key age of onset for mental ill-health, and simultaneously face pressures associated with academic attainment, and navigating new social practices. Male students are significantly more likely to take their own lives than females, and yet more research attention has typically been given to female student mental health. We need to better understand the impact of the university environment on male students specifically, and what can be done to better support male students who experience mental ill- health. Through interviews with 16 male UK university students, this paper explores the perceptions of male students about mental ill-health, including potential causes of, and support seeking for male students specifically. Findings centre around three themes: the impacts of the university environment on male mental health, masculinity culture as a potential cause of male student mental ill-health, and barriers to male students seeking and accessing support for mental ill-health. Conclusions have implications for Higher Education Institutes in supporting (male) students with transitions to university, and for university mental health services. Moreover, understanding the specific male student lived experiences may assist in developing effective ‘gender sensitive’ (rather than gender specific), support