The Ed Stu - Issue 8

The Ed Stu

ISSUE NO 8 | Winter/Spring 2023 VOLUME 1

Greetings from some of the journalists in this issue! From left to right see Chloe

SUPPORTING CHILDREN’S MENTAL HEALTH IN AN AGE OF CLIMATE CHANGE

Third year Education student Chloe Gardiner discusses what schools can do to support future generations in a world of climate change and pandemics.

WHY WORDS MATTER

Marnie Mitchell, Masters student in Disability

Studies, considers the role of language in empowering or stigmatizing individuals with impairments.

KEEPING YOUR EYE ON THE GOAL

Rebecca West, second year Education and Criminology student, shares her tips on how to make university work for you.

Education Policies and Education Archives Education students

Grace Last and Josh Reid consider different ways of thinking about education, from current schools policy to learning from newspapers in the past.

Gardiner, Marnie Mitchell, and Rebecca West.

Lockdowns, climate anxiety, and children’s mental health: perspectives from teachers in a secondary school in Northern Ireland

Chloe Gardiner, a third year student in Single Honours Education, shares her research on the intersecting impact of lockdowns and climate anxiety on children’s mental health, and what schools can do about this in the future.

Should climate change be taught in in more detail, with guidance for students to identify, and manage, the new emotions of eco-anxiety?

(Photo by Chris LeBoutillier on Unsplash)

Since the Covid–19 outbreak within the UK in 2020, the lockdowns associated with this, and the climate change leading to climate-anxiety, there has been a rapid rise of mental health issues, especially in secondary school children. In the following article, I explore the impact of lockdowns and climate anxiety on children, and whether there is a link between these phenomena.

Children process things differently compared to adults. Research on this area therefore provides an opportunity for educators to help their students adapt their coping mechanisms to deal with climate anxiety, to provide them with these mechanisms should a similar situation like Covid – 19 happen again in the future, and to help them improve on their current mental health situations more generally.

I make suggestions based on my findings from academic literature, and personal encounters with teachers in a secondary school in Northern Ireland. Some changes that I recommend in order to support young people’s mental health range from further school workshops on climate change, discussion of climate anxiety in schools, through to a commitment to mindfulness activities in educational settings.

I. Key findings about children’s mental health during the Pandemic

Newlove-Delgado et al., 2021, state in a report that there had been an ‘increase in probable mental health problems reported in adults also affected 5–16 year olds in England, with the incidence rising from 10·8% in 2017 to 16·0% in July 2020 across age, gender, and ethnic groups.’ One of the key findings from a connected study was that

children experiencing mental health disorders had increased from one in nine (10.8%) in 2017, to one in six in 2020 (16%) (Vizard et al., 2020).

(Waite et al., 2020), published an article discussing how children and adolescent’s mental health changed during the early lockdown of Covid – 19 in the UK, with recorded increases in emotion, hyperactivity and conduct.

Many experts agree that further action is urgently needed, including prioritising social and educational activities, addressing socioeconomic disadvantage, enhancing family support, and improving and expanding child mental healthcare provision.

II. Comparisons with children’s mental health pre-pandemic

Four published studies have compared the mental health of children before and during the pandemic in England. One large national study and two small regional studies found that children’s mental health had worsened, with notable increases in depression and post-traumatic stress disorder after the pandemic, but one large regional study in South West England found no change, or even an increase in wellbeing. These conflicting findings are difficult to explain, but might be due to differences in samples, methods, or assessment dates. (Bunn and Lewis, 2021).

The government report, ‘Children’s Mental Health and the Covid-19

“children experiencing mental health disorders had increased fromoneinnine(10.8%)in2017, tooneinsixin2020(16%)”

pandemic’ discusses different vulnerability factors that may have influenced a rise in mental health issues for children alongside Covid-19. Some of these vulnerability factors are previous mental health and learning difficulties, socioeconomic disadvantages and family stress, age, gender, and ethnicity. The report also discusses a number of ideas to help improving mental health in children.

III. Climate anxiety and mental health

An area that is less frequently considered in terms of its impact on children’s mental health, and certainly in relation to mental health during the Pandemic, is climate anxiety. Climate anxiety relates to the emotional and psychological impact of climate change, and of awareness of climate change. There are many ways in which an individual can be affected by the climate changing, for example, flooding could cause damage to their homes or businesses, severe storms could also have this effect. Oxfam clarifies that climate emergencies also impact people unequally, and that ‘the people who are the least responsible for causing the emergency in the first place are the people who are impacted by it the most.’ (Oxfam, 2022). Factors such as race, age, gender and geographical location can all be interconnected in influencing how an individual or community is affected by a climate emergency. This is called ‘intersectionality’.

In the face of these concerns about climate change, “Eco-anxiety” is on the rise, and young people seem to be some of the worst affected. Research from 2019 shows that in the UK, 70 percent of 18-24 year-olds were experiencing

“eco-anxiety” - helplessness, anger, insomnia, panic - in the face of climate change and its implications (Friends of the Earth, 2020).

“Eco-anxiety”is on the rise,and young people seem to be some of the worst affected. Research from 2019 shows that in the UK, 70 percent of18-24 year-olds were experiencing“eco-anxiety” - helplessness,anger,insomnia, panic - in the face ofclimate change and its implications”

In a global survey on climate anxiety in young people, Hickman et al., 2021, found that 84% of respondents across the globe were at least moderately worried about climate change, and more than 45% stated their feelings about climate change affected their ‘daily life and functioning’, as well as feelings of being betrayed by the government. Below is a chart taken from Hickman’s article that displays the negative effects of climate change on children and young people from this study.

(Hickman, 2021, p. 886)

You can see here just how negatively climate change is affecting children and young people across the globe, with almost 50% of British young people saying they were either extremely or very worried about climate change.

Given the extent of eco-anxiety among young people, it seems likely that its coinciding with lockdowns will have increased mental health pressures on young people.

who, as a consequence, are not helped by teachers to even identify emotional concerns as coming from climate change, since climate-anxiety is not fully recognised or discussed in the open.

“Teachers considered school discussions about specific climate-change disasters to be particularly infrequent.”

IV. Impacts of climate

anxiety and Lockdowns: Impressions from a secondary school in Northern Ireland

In the second year of my Education degree at Liverpool Hope, which was in the middle of the Pandemic, I worked with a secondary school in Northern Ireland (from 2021 to 2022) while on placement with the Liverpool World Centre. During this time, I found out a lot about teachers’ perceptions of school responsiveness to climate change, and climate anxiety, as well as their views on the impact of the Pandemic.

My findings from interactions with staff were that the majority of school children were aware of climate change, but that many teachers felt their school needed to do more to support students in their understanding of the issue generally. Teachers considered school discussions about specific climate-change disasters to be particularly infrequent.

While teachers reported that their students felt anger and anxiety in the face of climate change, they also felt that their school did little to increase awareness and understanding of ‘climate anxiety’. This could have considerable implications for students

Clearly, there needs to be more done in regards to climate change and climate anxiety within secondary schools, as these results indicate a lack of knowledge on the current situation of the climate, and also the emotions that are related to climate change, one of which is climate anxiety.

“there needs to be more done in regards to climate change and climate anxiety within secondary schools,as these results indicate a lack ofknowledge on the current situation of the climate,and also the emotions that are related to climate change…”

Although encouraging this emotion of worry – clearly prominent in the U.K. as illustrated by Hickman above - is not the optimum outcome, there is still room for more discussion for the condition of the climate. With such discussion, individuals may be more willing and want to take action faster to make a better environment and climate for them to live in and for future generations. However, it should be carefully done as it is

common that when more detail is shared on a matter like this the emotions related tend to rise. Therefore, a system needs to be put in place to enable the recipients (secondary school students) the knowledge of how to deal with their emotions and process in a way which can be beneficial to everyone.

During the pandemic, however, students were experiencing loneliness and anxiety in response to lockdowns in addition to climate anxiety. These are valid emotions given the circumstances that students faced during the lockdowns, missing over a year of face to face learning, being isolated from friends and family, and potentially losing family members or friends to the Coronavirus. Teachers noted that their students had experienced poor mental health as a result of lockdowns, and challenges with motivation once they returned to school.

The teachers that I engaged with supported students through climate anxiety and the pandemic through mindfulness activities. This introduction of mindfulness to help support students is a very positive move and could be one that’s introduced throughout schools across the whole UK, as it would provide students with valuable coping mechanisms and a safe place to share should they wish to do so with their peers.

With this said, teachers also felt that anything done in schools to support students’ mental health in relation to the pandemic and climate-anxiety needed to be supported by complementary actions by the government and parents. This could be addressed by encouraging parents to support the issue at Parent Teacher Associations, or if family

support groups were started. Of course this would need to be supported by the government to enable funding.

V. Climate change and the Pandemic – mental health connections, and ideas for the future

Some, such as Ferreira, have linked the Pandemic to climate change by considering changes in temperature and climate as a potential cause of rises in infectious diseases (Ferreira, 2021). By bringing existing research, and my own observations from a school, into conversation with each other, I have sought to show how climate change and the pandemic are also linked by their impact on mental health. Both contribute to anxiety, anger, and feelings of powerlessness among young people in education.

The impact of the pandemic and climate change on mental health is ongoing, and needs to be addressed in education. The education sector, both those working in schools day to day and those who work outside of schools, is in a position to help students and there is a lot more that could be done, even through more widespread use of mindfulness. This is just one example of how students could be supported.

From the perspective of teachers I have encountered in Northern Ireland,

“Some,such as Ferreira,have linked the Pandemic to climate change by considering changes in temperature and climate as a potential cause ofrises in infectious diseases”

students do not know enough regarding climate change and how climate anxiety is affecting them. Again, those within the education sector are in a position to help change this and support students. This could be done by conducting more workshops, having talks regarding the subject, or making a point to cover the topic in detail, in an age specific way, within citizenship education classes. Of course, government support would be required from the designated bodies to supply funding for different approaches, but there is also a lot that can be done without funding.

Given the scale of the problem, with at least 50% of young people in the U.K experiencing climate anxiety at an extreme or high level, and one in six experiencing a mental health disorder more generally, the time to act is now.

References

Borrego, M., Douglas, E. and Amelink, C. (2009) Quantitative, Qualitative, and Mixed Research Methods in Engineering Education. Journal of Engineering Education [online], 98(1), pp.5366. Available from: https://onlinelibrary.wiley. com/doi/epdf/10.1002/j.2168-9830.2009. tb01005.x?saml_referrer [accessed 22 March 2022].

Bunn, S. and Lewis, S. (2021) Children’s Mental Health and the Covid-19 Pandemic. London: The Parliamentary Office of Science and Technology. DW Planet A (2021) This is just how unfair climate change is [video]. Available from: <https://www.youtube.com/watch?v=pHRu0VVDbw&t=11s> [accessed 11 March 2022].

Ferreira, R. (2021) Toward equitable adaptation — Addressing climate change and COVID-19., APA PsychNet [online]. Available from: <https:// psycnet.apa.org/fulltext/2022-18501-001.html> [accessed 11 March 2022].

Force of Nature (2021) The Rise of Eco - Anxiety London: Force of Nature. Available from: https:// www.forceofnature.xyz/research [accessed 11 March 2021]

Hickman, C. et al. (2021) Climate anxiety in children and young people and their beliefs about government responses to climate change: a global survey. The Lancet Planetary Health [online], 5(12), pp.e863-e873. Available from: <https:// www.thelancet.com/journals/lanplh/article/ PIIS2542-5196(21)00278-3/fulltext> [accessed 11 March 2022].

Morris, C. (2020) How the Coronavirus Pandemic Could Exacerbate Eco-Anxiety, Climate-XChange [online]. Available from: <https://climatexchange.org/2020/06/08/how-the-coronaviruspandemic-could-exacerbate-eco-anxiety/> [accessed 11 March 2022].

Nations, U. (2022) 17 Goals to Transform Our World | United Nations, United Nations [online]. Available from: <https://www.un.org/en/ climatechange/17-goals-to-transform-our-world> [accessed 11 March 2022].

Newlove-Delgado, T. et al. (2021) Child mental health in England before and during the COVID-19 lockdown. The Lancet Psychiatry [online], 8(5), pp.353-354. Available from: https://www. thelancet.com/journals/lanpsy/article/PIIS22150366(20)30570-8/fulltext [accessed 24 February 2022].

Oxfam (2022), The Human Impact of Climate Change. Available from:https://www.oxfam. org.uk/education/classroom-resources/humanimpact-climate-change/resources-for-secondaryschools/ [Accessed 11 March 2022].

Vizard, T. et al. (2020). Mental Health of Children and Young people in England - Wave 1 follow up to the 2017 survey. England: NHSDigital, Government Statistical Service.

Waite, P. et al. (2020) Estimated marginal means and % caseness for SDQ emotional symptoms, conduct problems and hyperactivity/inattention from baseline to follow-up, by age group. [image]. Available from: <https://psyarxiv.com/t8rfx> [accessed 24 February 2022].

Waite, P. et al. (2020) How did the mental health of children and adolescents change during early lockdown during the COVID-19 pandemic in the UK? Available from: https://psyarxiv.com/t8rfx [accessed 24 February 2022].

Williams, C. (2007) Research Methods. Journal of Business & Economic Research [online], 5(3). Available from: https://clutejournals.com/index. php/JBER/article/view/2532 [accessed 22 March 2022].

Why words matter: the role of language in empowering, or stigmatising, individuals in society

Marnie Mitchell, a Masters student in Disability Studies, discusses the importance of carefully considering the language with which impairments are discussed in society so that individuals are put first.

Words should be used to put an individual, not assumptions about impairment, first.

(Photo by Etienne Girardet on Unsplash)

The impact of language used within education is an often overlooked element of professional practice. Mallett and Slater (2014) argue “The language we use has material impact

upon the ways and the extent to which people are treated and valued.”.

Disability Studies scholars often analyse language, drawing on the connotations of the words that

frequent the everyday language both in education and wider society. Language is continually changing, differing widely in alternate historical and cultural contexts (Slorach, 2015). Bolt (2014) suggests that the words we use are interconnected with our belief system and attitudinal values.

the more humanised ‘person first’ or ‘identity first’ approach to language. This language empowers the individual and contributes to the notion that an impairment does not override the individual.

‘Identity first’ language encourages individual empowerment, allowing for each person to choose how they would like to be represented and counteracting societal oppression (Dunn and Andrews, 2015). In using language that does not align with person-first or identity-first approaches, oppression may be reinforced through reducing an individual to the label they have been given. This also may reinforce or create stigma, defined by Goffman (1963) as the definitions of desirable and undesirable characteristics for individuals to possess. This aligns with the concept of ‘Normalcy’ with the expectation of a ‘normal’ body and a ‘normal’ way of thinking or perceiving. This then creates the effect of othering on those with labels or impairments, deeming them to be non-conforming to societal expectations.

The Social Model of Disability was introduced by the Union of the Physically Impaired against Segregation UPIAS (est. 1972), a disabilityled organisation. The Social Model contributed to an overhaul in the language used to identify individuals who are disabled by society. The Social Model differentiates between the term impairment and disability, placing the responsibility for removing or preventing barriers on society, as opposed to the individual (Cameron, 2014). With this new model, came a change from the use of ‘impairment first’ language to

“Bolt(2014)suggeststhat the words we use are interconnected with our beliefsystem and attitudinal values.”

“The Social Model differentiates between the term impairment and disability,placing the responsibility for removing or preventing barriers on society,as opposed to the individual…”

“‘Identity first’language encourages individual empowerment,allowing for each person to choose how they would like to be represented…”

Caslin (2014) discusses the idea of labels leading to negative associations with learners by educational institutions and staff members, this has the potential to create prejudices or attitudinal barriers, for example, low expectations leading to a self-fulfilling prophecy. The need for classification or labelling continues to thrive within the education system, fuelled by the need for additional support or resources that are inaccessible without a label. This recurring issue is particularly influential in the educational lives of students with a label or impairment (Caslin, 2014) creating either further barriers or potential solutions to the barriers presented within education.

To conclude, it is paramount that the language used throughout education and general society is deeply considered to ensure that it is promoting the empowerment of all individuals without contributing to further prejudice or societal injustice.

References

Bolt, D (ed.) (2014), Changing Social Attitudes Toward Disability: Perspectives from Historical, Cultural, and Educational Studies, London: Taylor & Francis Group, Available from: ProQuest Ebook Central. [29 October 2022].

Cameron, C. (2014) The Social Model. In: Cameron, C. eds. Disability Studies. London: Sage Publications, pp.137-140.

Caslin, M (2014). Behaviour, emotion, and social attitudes The education of ‘challenging’ pupils. In: Bolt, D. Changing Social Attitudes toward Disability: Perspectives from Historical, Cultural, and Educational Studies, Routledge, New York, 2014, pp. 162–171.

Dunn, D.S. and Andrews, E.E., (2015). Personfirst and identity-first language: Developing psychologists’ cultural competence using disability language. American Psychologist, 70(3), p.255.

Goffman, E. (1963) Stigma: Notes on the management of spoiled identity. S.l.: Penguin Books.

Mallett, R. and. Slater, J. (2014) Language. In: Cameron, C. eds. Disability Studies. London: Sage Publications, pp. 91-94.

Slorach, R. (2019) A Very Capitalist Condition a History and Politics of Disability. Johanneshov: MTM.

UPIAS (1975) Fundamental Principles of Disability [online] At: http://disabilitystudies. leeds.ac.uk/files/library/UPIAS-fundamentalprinciples.pdf [Accessed 29 October 2022].

“Caslin(2014)discusses the idea oflabels leading to negative associations with learners by educational institutions and staff members,this has the potentialtocreateprejudices or attitudinal barriers,for example,low expectations leading to a self-fulfilling prophecy…”

“…it is paramount that the language used throughout education and general society is deeply considered…”

Keeping your eye on the goal: some tips on making university work for you

Rebecca West, second year student in Education and Criminology, shares her experiences of changing degrees, housing, and on working hard and having fun.

In your first year, take care to choose housing arrangements that suit you first time around, as contracts can be binding. (Photo by Luke Stackpoole on Unsplash)

University is a daunting place for a young adult. Everyone tells you that there is no need to be nervous and that everybody is in the same boat. However, when your family leaves you in your room ready for your solo adventure, the next step is scary.

In my experience, when I arrived at university for the first time in September 2020, I was lucky that the halls that we were residing in were small and open so it was easy to mingle. My first year was during COVID-19 so in a way, we were forced to make friends within the halls and get along.

At the end of the teaching year in 2021, I decided to change my degree and start a different course, Education and Criminology, so I re-did first year (Level C) from 2021-2022. This academic year, I was living in accommodation with nine other people and this was intimidating as we shared one kitchen and one communal area. This was a mistake for me. Luckily, two of my best friends lived in a smaller house so I stayed with them most of the time. However, I was stuck in the peer pressure of needing to go out and party all the time. This can be an incredibly destructive mind-set and, for me, I was lucky that I realised selfdestruction with enough time in the year to make a change.

A few of the incredible things which we did in our halls included a brunch, many themed nights, and simply always spending time together. I have some amazing memories from the year but I got lost in the chaos and went with the flow, losing sight of what I really wanted.

You have to choose houses for second year (Level I) after only two months at most and personally, I rushed this decision and simply wanted to replay all the good times we were having. I changed my mind over where I wanted to live the following year but the contract had already been signed and I had to battle with the housing company in order to change my plan despite telling them the full truth surrounding my mental health. So, just

“My first year was during COVID-19 so in a way, we were forced to make friends within the halls and get along.”

“I have some amazing memories from the year but I got lost in the chaos and went with the flow, losing sight ofwhat I really wanted.”

“I changed my mind over where I wanted to live the following year but the contract had already been signed and I had to battle with the housing company in order to change my plan…”

be aware and read the small print of the contracts and, as negative as it may sound, always prepare for the worst and anything positive following that is a bonus.

I was able to change house in the end, and I picked up my grades and finished the year solidly which I am so happy about. I could not have made this selfimprovement without the help of my tutors, boyfriend and my family and for everything I have gone through, I am eternally grateful.

Upon a review with my personal tutor, he told me that before my lifestyle change, he was considering getting me kicked off the course for lack of engagement but that he is proud of how far I have come from that. This was an eye opener for me as I was not aware that other people could see the wasted potential.

I do not regret any of the amazing memories that I have made whilst at university, I just wish that I had kept sight of what was important to me and the reason we all attend university which is to develop ourselves and gain a degree which we are proud of.

“Upon a review with my personal tutor,he told me that … he is proud ofhow far I have come …”

“I do not regret any of the amazing memories that I have made whilst at university,I just wish that I had kept sight of what was important to me and the reason we all attend university which is to develop ourselves and gain a degree which we are proud of.”

Placing learner needs at the centre of education? The 2015 Special Educational Needs and Disabilities Code

of Practice seven years on.

Grace Last, former Masters student in Education and Special Educational Needs, shares her research about effectively implementing SEND policy in schools.

Research can help decide which direction will lead to good implementation of recent SEND policy.

(Photo by Javier Allegue Barros on Unsplash)

The implementation of the Special Educational Needs/ Disabilities

(SEND) Code of Practice (CoP)

2015 was welcomed by the then Coalition Government, as ‘the biggest transformation to SEND support for thirty years’ (DfE & DoH, 2015). The primary aim of the reform is to focus on improved outcomes for young people with SEND, with a particular focus on the young person working towards outcomes around ‘independence’ and ‘employment’ (Hodkinson & Burch 2019). The policy also attempts to make provision more aspirational and personcentred, with the young person and their family involved in all decisions made (DfE & DoH, 2015). Consequently, the reforms have displayed a variety of substantial changes in public attitudes towards SEND provision and the diverse practices that outline that provision.

(SEND)CodeofPractice

(CoP)2015waswelcomed

alter their professional outlook. This is because all practitioners working directly with young people within education are now required to have more awareness of the opinions, wants and feelings of young people and their parents/carers. Such policy changes have created much uncertainty around practitioners’ job roles (Greenwood and Kelly, 2017).

Existing literature proposes that educational professions view the 2015 SEND guidance in a predominately pessimistic light due to the many barriers to implementation. This is made apparent by Dunsmuir et al (2020) who highlight how the introduction of the new SEND CoP has resulted in professionals having to completely

Increased accountability has been placed upon professionals who work with young people within educational institutions, particularly teachers. All teachers are now expected to recognise their responsibility for delivering universal provision as a means of emerging enhanced inclusive practices (Rouse, 2012). Society has moved on from a time in which practice situated SEND as different from ‘normal’ teaching (Ekins et al, 2016). Instead, policy rhetoric now proposes that a key emphasis needs to be placed on inclusive teaching, with amplified responsibility for SEND situated on the class tutor as opposed to laying solely with specialist SEND tutors, the SENCO/ SEND manager or learning support assistants.

“The implementation of the Special Educational Needs/ Disabilities

by the then Coalition Government…”

“all practitioners working directly with young people within education are now required to have more awareness of the opinions,wants and feelings ofyoung people andtheirparents/carers.”

However, calls for such a change in approach that is now required from teachers has been met with opposition. Curran (2019) observed from her study that teacher resistance to engage with the SEND CoP was a significant barrier for SENCos when attempting to implement a shift in approach.

Research suggests that in order to help engagement with policies such as the 2015 SEND CoP, long-term help must be given to teachers in the form of professional development (Greenwood and Kelly, 2017). Without sufficient CPD (continuous professional development) educators are not effectively equipped with the knowledge and new skills that are needed to engage with new policy reforms. Thus, teachers cannot be expected to put policy changes into place if they have not been given adequate training. However, Crane et al (2021) found from their research that time was a considerable factor in the lack of implementation from staff as, despite educational professionals engaging in a large variety of CPD, they believed that they did not have sufficient time apply their new-fangled knowledge, thus resulting in them relying on experience.

The reviewed literature exposed limited research surrounding the positive effects of the 2015 SEND CoP on educational professionals. Thus, a smallscale qualitative study was undertaken using participants that work within a mainstream post-16 provision with a large SEND cohort. In doing so, the researcher adopted a refined focus examining whether nearly eight years after implementation, professionals viewed the SEND guidance via a more positive lens. Findings suggested that barriers to implementation of the SEND guidance continue to exist. Recurring themes relate to a lack of training, time, funding and responsibility held by professions. However, findings do suggest that some professions have begun to recognise the positive influence of the SEND CoP and have altered their practice accordingly, placing the learner needs at the centre.

“Society has moved on from a time in which practice situated SEND as different from ‘normal’ teaching...”

“…in order to help engagement with policies such as the 2015 SEND CoP,long-term help must be given to teachers in the form ofprofessional development…”

The research concludes that there is currently a gap between policy and practice. The guidance outlined within the 2015 SEND CoP appears to be unattainable for many educational professionals as the correct level of special educational support is not currently in place to enable educational professionals to apply the guidance to their practice. This is because practitioners are not provided with the resources that enable learners to reach their educational outcomes. As well as a minimal resources, practitioners also lack the professional development that they require in in order to implement the guidance into their practice.

Thus, educational professions cannot successfully apply the guidance within the SEND policy to their practice until the correct special educational support is put in place. Subsequently, more must be done to unite both policy and practice together in the interest of young people with Special Educational Needs and Disabilities.

References

Crane, L., Davies, J., Fritz, A., O’Brien, S., Worsley, A., Ashworth, M. and Remington, A. (2021) The transition to adulthood for autistic young people with additional learning needs: the views and experiences of education professionals in special schools. British Journal of Special Education, 48 (3), pp. 323-346.

Curran, H. (2019) ‘The SEND Code of Practice has given me clout’: a phenomenological study illustrating how SENCos managed the introduction of the SEND reforms. British Journal of Special Education, 46 (1), pp. 76 – 93.

DfE (Department for Education) & DoH (Department of Health) (2015) Special Educational Needs and Disability Code of Practice: 0 to 25 years [online]. GOV. UK. Available from <https://www.gov.uk/ government/publications/send-code-ofpractice-0to-25> [accessed 24 January 2022].

Dunsmuir, S., Cline, T., Crafter, S. and Laing, J. (2020) Challenges in planning transition to adulthood for young people who have special educational needs and disabilities (SEND): professional and managerial perspectives. Journal of Research in Special Educational Needs, 20(1) pp. 27–37.

Ekins, A., Savolainen, H. and Engelbrecht, P. (2016) An analysis of English teachers’ selfefficacy in relation to SEN and disability and its implications in a changing SEN policy context. European Journal of Special Needs Education, 31(2), pp.236-249.

Greenwood, J. and Kelly, C. (2017) Implementing cycles of Assess, Plan, Do, Review: a literature review of practitioner perspectives. British Journal of Special Education, 44 (4), pp.395-408.

Hodkinson, A. and Burch, L. (2019) The 2014 special educational needs and disability code of practice: old ideology into new policy contexts?. Journal of Education Policy [online], 34(2), pp. 155-173.

Rouse, M. (2012) “Foreword.” In Future Directions for Inclusive Teacher Education: An International Perspective, edited by C. Forlin, xvi–xix. Abingdon: Routledge.

“… findings do suggest that some professions have begun to recognise the positive influence of the SEND CoP and have altered their practice accordingly,placing the learner needs at the centre.”

Putting the present in perspective

Josh Reid, first year Single Honours Education student, discusses his inspiring trip to the Archives and Special Collections at Liverpool Hope, which provides insights into local as well as global history.

Archives at Liverpool Hope, and beyond, offer opportunities for knowledge creation, and new views on the future of education. (Photo by

At Liverpool Hope University we are fortunate in the fact that we have an outstanding library on campus at Hope Park. Within this library we have Archives and Special Collections with its 75,000 manuscripts, rare books, archives, ephemera and artefacts that can be looked upon by students and staff. Third year students can use this space to seek information regarding

Niklas Ohlrogge on Unsplash)

“AtLiverpoolHopeUniversity we are fortunate in the fact thatwehaveanoutstanding libraryoncampusatHopePark [thatalsohouses]Archivesand SpecialCollections”

their dissertations, obtaining important historical perspectives on their topic of choice, and primary evidence to back-up their arguments.

Before the Christmas break, my class were given an opportunity to visit the archives and take part in an activity relevant to our learning of Radical Liverpool in the 1980’s. The chance to see newspapers in the flesh dated to 1982 and still not looking a day older, was fascinating. The care and craftsmanship to preserve this part of history enabled us to see how far the city has come in the last 43 years. The collection put the present in perspective, showing how life has changed, and how local politics has become less polarised in Liverpool. We as individuals can learn from our past to make a better future.

We were given a tour of this unique place situated within the SheppardWorlock building. Two floors of ancient history you might say - from books made of vellum and parchment dated to the 15th century, to artefacts of nonwestern Christian art, to tape recordings of Andrew F. Wall giving sermons of faith on his religious endeavours in Africa and Asia. Having the experience of what felt like walking through my own museum on campus, was something special. Having this knowledge practically on my doorstep has opened my eyes to the fact that we rely on our past to be enablers in a prospering future. Learning from those before us to succeed in our lives today.

I would recommend all students and staff to visit the Archives and Special Collections, as you may discover the next chapter in your own academic work.

“Third year students can use this space to seek information regarding their dissertations,obtaining important historical perspectives on their topic of choice,and primary evidence to back-up their arguments.”

“The chance to see newspapersinthefleshdated to 1982 and still not looking a day older,was fascinating.”

“Two floors ofancient history you might say … books made ofvellum and parchment dated to the 15th century … artefacts of non-western Christian art…”

Future Contributors

Do you want to contribute to the Summer/Autumn 2023 edition of The Ed Stu?

If so, please contact Rosie Germain with your idea at germair@hope.ac.uk

All ideas welcome.

The Ed Stu

T: 0151 291 3947

E: germair@hope.ac.uk

Edited

by

Rosie Germain

and designed by Liverpool Hope University Design Team.