Pritchard, Rebecca

Shafi, Adeela

Templeton, Sian

University of Gloucestershire Research Repository 

This is a peer-reviewed, post-print (final draft post-refereeing) version of the following unpublished document and is licensed under All Rights Reserved license:Shafi, Adeela and Templeton, Sian and Pritchard, Rebecca (2017) Emotional Education and Early School Leaving: A comparison. In: International School Psychology Association 39th Annual Conference, 19-22 July 2017, Manchester. (Unpublished) Official URL: https://www2.mmu.ac.uk/ispa2017/EPrint URI: http://eprints.glos.ac.uk/id/eprint/4862Disclaimer The University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material.  The University of Gloucestershire makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited.  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PLEASE SCROLL DOWN FOR TEXT.Your Future PlanEmotional Education and Early School Leaving: A comparisonRebecca Pritchard,Adeela ahmed Shafi & Sian TempletonISPA ConferenceManchester Metropolitan University, 2017 1• Why we carried out the research• Our theoretical framework• Our research questions• Initial findings• Questions?Structure2STWhy do the research?Involvement in ERASMUS+ projectIŶterested iŶ ĐoŵpariŶg differeŶt ĐouŶtries’ conceptualisations of EE and how they perceive links with ESL.  3STEarly school leaving is about early exit from a formal education system before having attained the socially agreed level of education.Villalba (2014)It is a particular problem across Europe, including economic and social costs.  It is often seen as the outcome of a process of declining school engagement.(European Commission, 2013) Early School Leaving4STTheoretical FrameworkAS 5Prevent Early School Leaving   Contributes to successful educational outcomesEmotional IntelligenceEngagementResilienceSocial & Emotional Learning• EŵotioŶal iŶtelligeŶĐe is ͚the aďilitǇ to observe the emotions of oneself and others while utilizing these observations in the diƌeĐtioŶ of oŶe s͛ ďehaviouƌ aŶd thiŶkiŶg͛ (Salovey & Mayer, 1989) • Fundamental set of abilities• Emotional knowledge predicts academic performance (Izard 2002)Emotional Intelligence6ASWhy engagement?Engagement as a concept has had an explosion of interest in the last 25 years (Skinner and Pitzer, 2012). This interest has come about due to what has been described as a decline in student engagement in the last few decades, particularly in secondary schools in the Western world (Eccles and Midgely, 1989; Wilms, 2003; Deakin-Crick, 2012). What is engagementEngagement is a complex multidimensional construct consisting of three main components, the behavioural, the cognitive and the emotional (Fredricks, Blumenfield and Paris, 2004) Engagement 7AS͞a vaƌiaďle ƋualitǇ that deƌives fƌoŵ a process of repeated interactions between a person and favourable features of the suƌƌouŶdiŶg ĐoŶteǆt iŶ a peƌsoŶ s͛ life.͟Gilligan (2004:94)͞‘esilieŶĐe is Ŷot ĐoŶsideƌed aŶ attƌiďute or personality trait that some children  possess and others do not, but rather a developŵeŶtal pƌoĐess.͟  Gutman & Schoon (2013:27)Resilience8ASWorking Research Questions1. How do teachers and education professionals in six countries across Europe (Italy, England, Hungary, Austria, Romania and Turkey) conceptualise their role in providing emotional education in schools?2. To what extent do teachers and education professionals in these countries believe that emotional education is related to preventing early school dropout? 3. In what ways do teachers and education professionals in these countries believe that emotional education can contribute to preventing early school dropout?9STData CollectionOnline questionnaire (minimum 100 education professionals per country N=600)Individual interviews with education professionals  (approx. 10 in each country)10STEmerging Themes from qualitative data1. Conceptualisation2. Relationship between emotional education and early school leaving3. The interaction of the role of Schools and Family4. Implications for practice11STTheme 1 – Conceptualisation and role of emotional educationConsistency in definitions and understanding of emotional education.A common understanding of conceptualisation of emotional education.͚DisĐoǀeriŶg theŵselǀes. KŶoǁiŶg theŵselǀes ďetter.͛  (Romania)However, there were some anomalies͚It doesŶ͛t eǆist͛ (Hungary)4 out of 8 interviewees from Austria were unable to define emotional education 12ASTheme 2 – Relationship between emotional education and early school leavingThere were different push and pull factors that reflected the cultural and economic contexts of each country.Economic – Turkey, RomaniaFeelings of failure - RomaniaLack of belonging – Hungary, UKFamily factors – Italy, Austria, UKMental health - UK13ASTheme 3 – The interaction of the role of Schools and FamilyAll 6 countries indicated that the responsibility for emotional education was primarily located within the family.  “collaboration with the families as they are the first aĐtor iŶ the eŵotioŶal eduĐatioŶ” (Italy)For the UK, emotional education was instrumental in achieving academic success, which highlights the sĐhools’ respoŶsiďility for eŵotioŶal eduĐatioŶ.͚HugelǇ iŵportaŶt part of the jigsaǁ͛ (UK)14STTheme 4 – Implications for practiceExpert: Hungary, Austria,  TurkeyHolistic: Romania, UK, ItalySuggestions• Expert approach: drama pedagogy, psychologists in every school, punitive measures for parents for non-attendance• Holistic approach: ITE and CPD, teacher self-awareness, targeted support for vulnerable students, collaboration between parents and teachers, curriculum integration15STExpert vs holistic approachesQuestions?16References17Crick, R. D. (2012). Deep engagement as a complex system: Identity, learning power and authentic enquiry. In Handbook of research on student engagement (pp. 675–694). Springer. Eccles, J. S., Midgley, C., & others. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. Research on Motivation in Education, 3, 139–186.European Commission. (2013). Reducing early school leaving: Key messages and policy support (final reportof the Thematic Working Group on Early School Leaving). Retrieved from: http://ec.europa.eu/education/policy/strategic-framework/doc/esl-group-report_en.pdfFredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.Gilligan, R (2004)  Promoting resilience in child and family social work: issues for social work practice, education and policy. Social Work Education: The International Journal. 23(1): 93 – 204.Gutman, L.M & Schoon, I. (2013) The impact of non-cognitive skills on outcomes for young people.  Education Empowerment Foundations, London.Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In Handbook of research on student engagement (pp. 21–44). Springer. Villalba, C. M. (2014). Early School Leaving. In Encyclopedia of Quality of Life and Well-Being Research (pp. 1744-1748). Springer Netherlands.Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation: Results from PISA 2000. Publications de l͛OCDE.

Emotional Education and Early School Leaving: A comparison

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