Interrogating the relationship between poverty, attainment and mental health and wellbeing : the importance of social networks and support - a Scottish case study

The poverty-related attainment gap is an internationally recognised problem. It resides within a culture of performativity in which international comparators, underpinned by neo-liberal ideology, drive national policy. This conceptual paper interrogates the relationship between poverty, attainment and children’s mental health and wellbeing to inform public policy and practice in Scotland and beyond. A key theme identified from the analysis of the literature is the nature, quality and strength of social and support networks around schools, families and children. This is contextualised within a discussion of the nature of childhood poverty and mental health in children in Scotland and the response of the Scottish Government. A focus on educational policy and schools alone will not in itself address the poverty-related attainment gap. What is required is a holistic focus on public policy, informed by interdisciplinary research, and a focus on building a strong infrastructure of support around schools, families and communities

'Closing the gap' : systems leadership is no leadership at all without a moral compass - a Scottish perspective

This conceptual paper provides a critical analysis of the current convergence of major policy initiatives in Scotland to improve learning and teaching, promote greater equity and close the attainment gap through systems level leadership and change. It is neither an empirical study nor a literature review but synthesises across a range of fields – social justice, poverty, social mobility, school improvement, leadership and policy – in order to cast light on the problem and to inform public policy and practice. However system level leadership is not unproblematic, with the terms system and leadership seen as malleable concepts (Boylan 2016), nor can it be seen as a panacea for all ills. The paper argues that educational policy needs to be seen as residing within wider social policy. Without recourse to addressing systemic inequalities in society and building the infrastructure and support structures around schools, schools, on their own, are unlikely to rise to the challenge. The paper argues for a melding of distributive leadership (with emancipatory intent and purpose) with systems leadership, characterised by meaningful collaboration and partnerships from 'within – to between – and beyond' schools (Chapman 2014), imbued with moral purpose

Towards a new conceptualisation of marginalisation

The OECD report ‘Equity, Excellence and Inclusiveness in Education’ (Schleicher, 2014) highlights the disparities in attainment and opportunity between children in many countries across the world putting them at risk of marginalisation. This paper draws from both sociological and psychological theory to forward a new theoretical framework by which marginalisation, as it applies to a wide range of contexts, can be conceptualised and further interrogated. It examines how marginalisation is experienced, with a specific focus upon children and schooling, and uses the concept of resilience as a lens through which marginalisation can be understood. It recognises the importance of the wider societal and political context whilst also taking account of the interpretive framework of the individual and how risk and protective factors within the wider environment shape the experience and perceptions of the individual

Examining and exploring issues of power and ethics in researching marginalised youth : the dilemmas of the practitioner researcher

This chapter explores and examines the ethical dimensions and dilemmas of engaging in practitioner research on a marginalised group – young people experiencing Social, Emotional and Behavioural Difficulties (SEBD) - within the context of a Secondary school in the West of Scotland, situated in an area of multiple deprivation. It examines a wide range of issues pertaining to power and authority, role conflict, identity, subjectivity, boundaries, communication, confidentiality, anonymity, child welfare and the integrity of the research process. It sets this within the context of an evaluative case study of an intervention, developed and implemented by the author with a team of volunteers (principally Pastoral Care and Behaviour Support Teachers), to support children with SEBD. The key messages are for the need to adopt a reflexive and sensitive approach, taking account of culture and context and, at all times, to be guided by the highest ethical principles of respect, openness, honesty and integrity

Interrogating the concept of ‘leadership at all levels’: a Scottish perspective

The concept of ‘leadership at all levels’ has gained currency in Scottish education in recent years following the publication of ‘Teaching Scotland’s Future’ (2010), a major review of teacher education focussing on teachers’ initial preparation, their on-going development and career progression. This paper traces the drivers of change that led to the recommendations in the review and subsequent developments and interrogates the concept through examination of the policy context. The paper argues that, whilst there have been many positive developments in advancing leadership and leadership education in Scotland, the concept of ‘leadership at all levels’ is problematic and there are many tensions which need to be addressed. In particular, the paper examines the tension between systems-led leadership development and that which focuses on the professional development of the individual, commensurate with the stage of their career, and argues that models that are more fluid and flexible allowing movement in, across and through the system are required

'Inclusion – that word!' Examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs

This paper explores issues around stigmatisation and labelling as they pertain to pupils with SEBD. The paper draws upon an evaluative case study conducted in two Scottish Local Authorities of the implementation of Support Groups and examines how the approach was experienced by pupils who participated within the intervention, drawing from a range of accounts. The study was implemented in upper Primary (aged 10 -12) and lower Secondary (aged 12- 14). It is principally qualitative and draws upon data generated from open-questionnaires, interviews and Focus Group discussions. Pupil responses to intervention were largely positive but there was evidence that a minority of children had experienced the intervention as stigmatising. Variables relating to the establishment of trusting and respectful relationships within the group; partnerships with parents; professional development for staff; and the adoption of a whole school approach emerged as key variables in determining how pupils experienced the intervention