The views and experiences of school leaders implementing whole school relational approaches in a single secondary school: A Reflexive Thematic Analysis

Reflexive Thematic Analysis (RTA, Braun & Clarke, 2021a) was utilised to explore the views and experiences of school leaders (SLs) implementing whole school relational approaches. Evidence indicates relational approaches have more positive outcomes for all children and young people (CYP), including pupil well-being, behaviour, and academic outcomes (Zakszeski & Rutherford, 2021; Avery et al., 2021). Despite this, a behaviourist-informed approach still appears to be the most dominant approach used in schools to manage behaviour (Nash et al., 2016; Oxley, 2021). The current societal context, including the ‘collective trauma’ experienced during the COVID-19 pandemic (Brown, 2021), has seemed to encourage policymakers to strive for whole school change and encourage a focus on wellbeing and mental health (DfE, 2022a; 2022d; 2022e; Tawell et al., 2020), a focus aligned with whole school relational approaches (Oxley, 2021). For this current research, six SLs, working in a mainstream secondary school, within a Multi-Academy Trust (MAT), were interviewed. The aim being to explore their views and experiences regarding the implementation of whole school relational approaches. Using RTA, four themes were developed: ‘environmental conditions enabling the approach’, ‘school staff enabling the approach, ‘it’s their school as much as ours’ and ‘the reality of relational’. All four themes informed the key findings of this research, building on the existing literature. Within the discussion, these key findings are presented as key enablers and barriers to whole school implementation of relational approaches. Reflecting on key enablers, such as the underlying ethos and culture of Redwood High School, and key barriers, including lack of time and resources. The impact of these relational approaches, as interpreted by the researcher, is then deliberated. After outlining these key findings, the strengths and limitations of the research will be explored, whilst considering the positionality of the researcher. Conclusions and implications will be outlined, reflecting on the possible implications of this research

The views and experiences of school leaders implementing whole school relational approaches in a single secondary school: A Reflexive Thematic Analysis

Reflexive Thematic Analysis (RTA, Braun & Clarke, 2021a) was utilised to explore the views and experiences of school leaders (SLs) implementing whole school relational approaches. Evidence indicates relational approaches have more positive outcomes for all children and young people (CYP), including pupil well-being, behaviour, and academic outcomes (Zakszeski & Rutherford, 2021; Avery et al., 2021). Despite this, a behaviourist-informed approach still appears to be the most dominant approach used in schools to manage behaviour (Nash et al., 2016; Oxley, 2021). The current societal context, including the ‘collective trauma’ experienced during the COVID-19 pandemic (Brown, 2021), has seemed to encourage policymakers to strive for whole school change and encourage a focus on wellbeing and mental health (DfE, 2022a; 2022d; 2022e; Tawell et al., 2020), a focus aligned with whole school relational approaches (Oxley, 2021). For this current research, six SLs, working in a mainstream secondary school, within a Multi-Academy Trust (MAT), were interviewed. The aim being to explore their views and experiences regarding the implementation of whole school relational approaches. Using RTA, four themes were developed: ‘environmental conditions enabling the approach’, ‘school staff enabling the approach, ‘it’s their school as much as ours’ and ‘the reality of relational’. All four themes informed the key findings of this research, building on the existing literature. Within the discussion, these key findings are presented as key enablers and barriers to whole school implementation of relational approaches. Reflecting on key enablers, such as the underlying ethos and culture of Redwood High School, and key barriers, including lack of time and resources. The impact of these relational approaches, as interpreted by the researcher, is then deliberated. After outlining these key findings, the strengths and limitations of the research will be explored, whilst considering the positionality of the researcher. Conclusions and implications will be outlined, reflecting on the possible implications of this research

AN EVALUATION OF PRE-STUDENT-TEACHING FIELD EXPERIENCES OFFERED TO STUDENTS MAJORING IN ELEMENTARY EDUCATION AT THE UNIVERSITY OF NEBRASKA, LINCOLN

Abstract not availabl

Autologous blood stem cell transplantation for haematological malignancy: treatment‐related mortality of 2%

Abstract Background: Lengthy remission or cure has remained elusive for patients with many of the common haematological malignancies. Thus high dose chemotherapy followed by autologous haemopoietic stem cell transplantation is being increasingly utilised in these diseases. Aim: To assess the safety of high dose chemotherapy and autologous stem cell transplantation in haematological malignancy. Methods: Forty‐eight patients with haematological malignancy were given high dose chemotherapy followed by an infusion of previously cryopreserved autologous peripheral blood stem cells with (patients with acute myeloid leukaemia [AML]) or without (patients with acute lymphoblastic leukaemia [ALL], chronic myeloid leukaemia, non‐Hodgkin's lymphoma, Hodgkin's disease and myeloma) autologous bone marrow. Results: All patients except one had sustained engraftment. The median (range) number of days to attain a neutrophil count of 0.5 × 10/L was 12 (10–42) and a platelet count of 20 × 10/L unsupported by platelet transfusions was 15 (eight to 155). Other than oropharyngeal mucositis and febrile neutropenia, morbidity was low. Two patients had haemorrhagic cystitis, one hepatic veno‐occlusive disease and one interstitial pneumonitis; all resolved. The treatment‐related mortality was 2% ‐ a single patient with AML died of failure of sustained engraftment. Conclusions: Autologous blood stem cell transplantation to support high dose chemotherapy is a relatively safe procedure and its efficacy is currently being explored in a wide range of haematological malignancies. (Aust NZ J Med 1995; 25; 483–489.