Social Media and Young People’s Mental Health

Evidence suggests that social media can impact detrimentally on children and young people’s mental health. At the same time, social media use can be beneficial and have positive effects. This chapter outlines the detrimental and positive effects of social media use for young people. Schools play a critical role in educating young people about how to use social media safely and responsibly. However, schools cannot address all the issues and parents, social media and advertising companies also have a responsibility to protect children and young people from harm. This chapter outlines some of the potential solutions to the issues that are identified

An exploratory study: raising the attainment of underachieving white working-class boys

This paper focuses on and researches existing documentation relating to the underachievement of white working class boys. This issue is undoubtedly of national importance, as a Joseph Rowntree Foundation report recently found that “white British students make up more than three-quarters of low achievers in English schools and do worse than children from other ethnic groups with similar economic backgrounds” (Joseph Rowntree Foundation, 2015). The aim of this paper is therefore to identify and examine a number of methods and strategies which suggest how white working class underachievers may be better progressed in an inclusive context. Whilst “the possible causes and contributors to white working class underachievement are many and various”, it is still “clear that schools can and do make a dramatic difference to the educational outcomes of poor children” (House of Commons Education Committee, 2014). As such, this paper and its subsequent research will critically review how schools can, and to what extent, promote progression for white working class boys who are underachieving

Evidence Based Teaching in Secondary Schools

Trainee teachers need to understand what is meant by 'evidence based teaching' and how this influences and shapes teaching in classrooms today. This book explores what we mean by 'evidence' in education and how education researchers trial and evaluate teaching methods. It introduces key contemporary strategies used in schools and links back to the research and literature to help trainees connect theory to practice

Understanding Whole-School Approaches to LGBTQ+ Inclusion: Theory to Inform Policy and Practice in Schools and Universities

The book provides a comprehensive theoretical exploration of LGBTQ+ inclusion in schools drawing on critical insights from across the disciplines of sociology, psychology, history, and queer theory to present a robust theoretical foundation for school-wide approaches to LGBTQ+ inclusion.Examining key concepts such as minority stress and ‘post-gay’ identities, it offers a nuanced understanding of the historical attitudes and systemic oppression faced by the LGBTQ+ community. The chapters construct an ecological framework that highlights the unique challenges encountered by LGBTQ+ students and teachers in educational settings. This framework serves as the basis for a model that advocates for proactive measures in fostering an inclusive environment in schools. This includes the development of inclusive policies, practices, culture, and curricula. The book concludes by contemplating the potential applications of this model in Higher Education, extending its relevance beyond K-12 schools to also include universities and colleges