LIVERPOOL HOPE UNIVERSITY’S EDUCATION STUDENT NEWSPAPER
ISSUE NO 11 | Winter & Spring 2025
REFUGEES IN EDUCATION AND THE MASS MEDIA
Jeanette Alcantara Green, second year student in Single Honours Education explains the difference that the film industry and economic policy can make to the experiences of new arrivals.
POPULAR RESPONSES TO CORRUPTION
Jack Swan, undergraduate in Single Honours Education, 2021-2024 explains how Isaac Newton and Mohamed Bouazizi changed the course of history in the West and the Middle East.
GOOD LEADERSHIP IN THE EARLY YEARS SECTOR
Rachel Redfern, Early Years
Education QTS undergraduate 2021-2024 explains how good leadership raises aspiration and conversation – among staff and children.
EMOTIONS AND MENTAL HEALTH IN EDUCATION
Jodie-Leigh Clough, second year student in Early Childhood and Education tracks increased social esteem for ‘happiness’ over time.
PROFILE ON DIANE REAY
Gemma Taylor, second year Education and Special Educational Needs student reviews Reay’s work on class and hostile environments in Sports Direct and the school..
Greetings from some of the journalists in this issue! From Left to right, Jodie-Leigh Clough, Rachel Redfern, Gemma Taylor, and Hollie McMahon.
Spotlight on…
Sustainability and the ‘Wider Perspectives’ in Education project with BA QTS trainee teachers.
Lottie Morris, Kate Leckey, Hollie McMahon and Anam Ali in BA QTS Primary Education discuss teaching active citizenship, and comparing the Mersey to the Ganges, with the Taylor Swift generation.
Beth Dooley and Emily Goulding, students in BA Early Years Education QTS, take care of the planet and talk repurposing food waste with academics and schools.
Refugees, asylum seekers, and migrants in education and the mass media
By Jeanette Alcantara Green, second year student in Single Honours Education.
The media and entertainment, such as movies, have become tools for manipulating public perception of refugees, asylum seekers, and migrants. However, changes in entertainment media, such as movies, and information dissemination media, like news outlets and newspapers, can help people see less fortunate foreigners as individuals who also have the right to basic human rights. These changes would drive more humanitarian policies, ultimately resulting in a higher success rate in school for children who are refugees, asylum seekers, or migrants. These children and adults will give back to society in abundance once they become responsible adults, capable of developing their various talents and applying them in society.
Migration has been a constant in human society since the dawn of civilization. Modern humans started migrating out of Africa approximately 70,000 to 100,000 years ago (Strayer et al. 2016) and movement occurred at the time of the ancient Egyptians, Greeks, Romans, and Asians, through colonization and the slave trade to Europeans moving to the New World (now the United States). People from Europe and Asia also fled to South American countries as Argentina, Brazil, and Venezuela asking for refuge because of the Second World War.
Human migration across the globe is older than recorded history (Photo by Finding Dan|Dan Grinwis on Unsplash).
Asylum seekers are those who arrive in a country seeking refuge because they suffer from persecution, are caught in conflict, or even face danger to their lives in their home countries (Douglas et al. 2019). Upon arrival, they apply for refugee status, defined by the UNHCR as people forced to leave their countries to escape conflict, violence, or persecution, and who are not safe in their country of residence (UNHCR, The UN Refugee Agency). On the other hand, migrants can be legally defined and have various other reasons for moving from their country of origin, such as family reunification or seeking better economic or social opportunities (Douglas et al. 2019). It’s important to understand the differences between these three terms because the legal rights associated with each vary from these three cases.
“HenryAsei Kum examined the ethics ofan emergency policy developed by the European Union inValletta in 2015.This policy aimed to address the issue of illegal migration fromAfrica to the EU through an economic injection of1.8 billion euros,which would be invested in education.”
The topic of refugees has been frequently discussed in the media and current politics not only in the UK but also in Europe and other countries around the world. In a 2017 paper, Henry Asei Kum examined the ethics of an emergency policy developed by the European Union in Valletta in 2015.
This policy aimed to address the issue of illegal migration from Africa to the EU through an economic injection of 1.8 billion euros, which would be invested in education.
When Asei Kum examines the European Union’s policies on refugees, what stands out to me the most is the emphasis on how the media uses pejorative language around terms like refugee, asylum seekers, and migrants (Henry Asei Kum, 2017). I will highlight this point because it is crucial to recognize the role of the media, social media, movies, and other outlets in spreading messages of hate toward these vulnerable groups. Exposure to media creates constructs in the minds of consumers that gradually guide their political decisions and opinions on current issues, such as the conflicts arising in modern society regarding migrants, refugees, and asylum seekers (Ortín, 2015).
“People are capable oflearning through movies,documentaries, and other similar productions. This has become clear to various companies,institutions,and political parties.”
Even so, I would like to focus on political pedagogy through films. Today, when we talk about education, we are not necessarily referring to a classroom and conventional educational methods. People are capable of learning through movies, documentaries, and other similar productions. This has become clear to various companies, institutions,
and political parties, which use these media either to keep the population entertained with trivial matters, to spread hateful or offensive messages towards certain groups, or simply to change the way users think. However, it is also true that film has become a voice for those who still need to be heard (Henry A. Giroux 2001).
A study conducted in the United States on patients with mental illnesses shows that in the USA, one in five young people and one in four adults have been diagnosed with mental health illness, but only one in five receive psychological treatment. This is primarily due to the social stigma surrounding mental health. One reason for this stigma is that movies often depict violent, dangerous, or aggressive individuals as suffering from some mental illness, which increases the negative perception of this issue among the population (Perciful et al., 2027). This clearly demonstrates the educational power of films, whether they have a negative or positive impact, this can be a way to change the culture if it focuses more humanely and realistically on understanding the realities that migrants, asylum seekers, and refugees face in their lives.
Regarding refugees as a positive example of what cinema can achieve, there are three movies that I consider very interesting for depicting the social issues of refugees and illegal migration, based on real events that help us understand these realities. The films are:
1. “Sounds of Freedom “directed by Alejandro Monteverde, released
in 2023, which deals with human trafficking, specifically involving children.
2. “Mediterranean” directed by Marcel Barrena, released in 2021, which shows the life of a lifeguard dedicated to saving refugees arriving in Spain.
3. “ADU” a Spanish film directed by Salvador Calvo in 2020, which tells the story of children traveling from Cameroon to Europe with the intention of surviving.
“At the end of2022,there were 5.4 million people worldwide on waiting lists for refugee status, 40% of whom are children.”
At the end of 2022, there were 5.4 million people worldwide on waiting lists for refugee status, 40% of whom are children. Seventy-five percent of these refugees have sought asylum in developing countries (UNHCR). There were 67,337 asylum applications (relating to 84,425 people) in the UK in the year ending December 2023. The top five countries of origin of people seeking asylum were Afghanistan, Iran, India, Pakistan, and Turkey. A total of 128,786 people were awaiting an initial decision (Refugee Council, 2023).
Germany, France, Spain, and Italy accounted for about 70% of all firsttime asylum applications in the EU-27. These statistics encompass all asylum seekers, including not only the primary applicants but also children and other dependents (UNHCR). Although the news in the UK presents alarming data
about the number of asylum seekers, the reality is different.
At the Valletta Summit, an education investment plan was developed with the aim of investing in technology, vocational education, and training in African countries in need. These countries are facing conflicts, diseases such as AIDS, and have limited educational infrastructure. The EU sought to address the root of the problem by enhancing education in Africa, thus helping to develop the local economy, and enabling people to migrate safely to other cities, avoiding dangerous journeys on small boats (Kum, H., 2017). This policy aims to support the development of the African population and seems to be one humane way of supplementing responses to the issue of new arrivals.
“if minorities achieve academic success,they will have better representation in society,politics, and the media,thereby reducing the discrimination that can exist due to their absence in qualified positions’”
Although this proposal has a commendable objective, it does not fully solve the problem. The way governments treat asylum seekers, refugees, and migrants can certainly improve with the development of policies that protect their human rights and provide them with opportunities to integrate naturally into the new country. To achieve this, I believe in investing in education to ensure this population
has access to free and quality education. Additionally, integration programs should be implemented where newcomers can start learning the language and understanding the culture. Being a foreigner is not easy, but it becomes significantly harder when the host country is hostile, leading to feelings of isolation, rejection, and hatred among those seeking refuge. This proposal would address the inequities faced by students from these groups in the classroom. Additionally, it would contribute to a healthier childhood, allowing for optimal development and providing greater opportunities for the academic success of these children (Layard et al., 2017). A point I would like to add is that if minorities achieve academic success, they will have better representation in society, politics, and the media, thereby reducing the discrimination that can exist due to their absence in qualified positions (Matthew Clayton, 2012).
“venturing into the unknown is daunting,but with a personal and institutional support network, academic success is attainable.”
One of the current examples of fairer and more efficient education systems is Finland’s. In Finland, schools do not have mandatory exams; instead, each teacher has the freedom to decide how to assess their students, and this is done individually. There is no homework, as it is understood that children should focus on being children at home, meaning playing, reading, and spending time with family and friends. Without
standardized assessments, schools do not compete against each other but rather show a level of collaboration that allows them to share resources and work together to provide the best possible education for their students. Despite having such a different educational system, Finland achieves better results in mathematics and literacy compared to the UK (Reay, D. 2012). This demonstrates that venturing away from traditional methods to a more child-sensitive educational system leads to better education and overall development for children. Naturally, this creates a more inclusive and respectful environment, preventing discrimination and segregation of students.
To conclude this essay, I would like to emphasize that I believe a more equitable society is possible, if education is accessible, high-quality, and fair for all students, especially those who need the most support to achieve academic success, such as asylum seekers, refugees, and immigrants. From my perspective as an education student and an immigrant, I can affirm that venturing into the unknown is daunting, but with a personal and institutional support network, academic success is attainable.
References
Strayer, Robert W. y Eric W. Nelson, Ways of the World: a Global History, (Nueva York: Bedford/St. Martin’s, 2016), 3-4.
P Douglas, M Cetron, P Spiegel, Definitions matter: migrants, immigrants, asylum seekers and refugees, 2019
Kum, Henry Asei, ‘Rhetoric, Reality and Refugees on the Margins: Remoralising the ethic of care and the European Union (EU) refugee policies: Valetta, 2015’ in Journal of Education and Social Policy, 2017
Ortín Calabrese, María Melina Córdoba, “LA INFLUENCIA DE LOS MEDIOS DE COMUNICACIÓN EN LA PERCEPCIÓN DE LA REALIDAD DEL INDIVIDUO” White Noise de Don DeLillo y Saturdayde IanMcEwan, 2015
Henry A. Giroux, Breaking into the Movies: Pedagogy and the Politics of Film in JAC, 2001
Perciful, Michael Shaun, and Cheryl Meyer, “The Impact of Films on Viewer Attitudes towards People with Schizophrenia.” Current Psychology, Sept. 2017
UNHCR, The UN Refugee Agency https://www. unhcr.org/refugee-statistics/ Refugee council UK: https://www.refugeecouncil. org.uk
Extracts from the Commission on Inequality in Education (Social Market Foundation, 2017). Chapter 4.
Layard, R and Dunn, J. ‘Inequalities’ in eds. Layard, R. et. al, A good childhood: searching for values in a competitive age. London: Penguin. pp. 129-150.
Matthew Clayton On Widening Participation in Higher Education Through Positive Discrimination, June 2012
Diane Reay, What would a socially just education system look like? saving the minnows from the pike, 2012.
Revolutions and education: a Historical perspective on popular responses to corruption
By Jack Swan, undergraduate in Single Honours Education, 2021-2024.
Revolutions are often caused by the people having issues with abuses of power, oppression and connected economic struggles which is the focus of this article. In particular, I consider how educational factors accompany the economic ones.
The two revolutions that will be the primary focus of this article will be the French Revolution in the late 1700’s and the Arab Spring in Tunisia that occurred between 2010 and 2012.
However, some other revolutions that must be addressed for context are the Enlightenment and Scientific Revolution. Both of these revolutions are very
closely linked as they both pushed the development of science to the forefront of society which resulted in the formation of many groups dedicated to science such as the Royal Society as identified by Principe (2011). These revolutions also started the slow shift from books being a luxury only the rich could afford and make use of, to being more accessible by the common people.
The Enlightenment and Scientific Revolution both had a driving role in what can be argued as the tipping point of the French Revolution - that being France suffering from a grain shortage around 1789, resulting in mass starvation (Doyle, 2001).
The trigger for the Tunisian Revolution of 2011 was the action of fruit and vegetable salesman, Mohamed Bouazizi (Photo by DUET. PHOTO on Unsplash).
“The natural laws that Newton advanced were scientific and included gravity,and were a major feature ofthe Enlightenment and Scientific Revolution”
The reason for this grain shortage was a free trade policy introduced in France with the help of a political group called the Physiocrats. This group attempted to incorporate the idea of Newton’s ‘natural laws’ into French society. The natural laws that Newton advanced were scientific and included gravity, and were a major feature of the Enlightenment and Scientific Revolution. However, the free trade policy it inspired had little to do with Newton’s actual ideas and is commonly understood to be a disastrous misapplication of his principles.
“free trade policy … had little to do with Newton’s actual ideas and is commonly understood to be a disastrous misapplication ofhis principles.”
The free trade laws resulted in very little grain being stockpiled. Thus, when France had a bad harvest the lack of available grain resulted in mass starvation (Doyle, 2001). Here we can see how economic factors accompany educational factors in revolutions.
French nobles, having been educated about Newton’s laws, introduced the free trade laws which resulted in the starvation which was the spark that fully stated the French revolution.
Now it is worth acknowledging that the argument that the revolution would have happened without the free trade laws is most likely correct as the tensions between the common people and the aristocrats was already at a boiling point. People viewed the king as lacking authority and refusing to allow the common people to have more of a say. The reasons for these tensions can be traced to education.
“the tensions between the common people and the aristocrats was already at a boiling point due to people viewing the king as lacking authority”
Without the spread of education and literacy then the common people would not have known why the economy was suffering, the country was starving, and how the king was misbehaving at court. However, thanks to the increase of educational material the small amount of common people in France who could comprehend the pamphlets and flyers spread it to the masses, thus allowing the people to understand why Frances’s economy was suffering and who was to blame.
The next revolution that will be addressed is the Arab Spring in Tunisia and once again it is a revolution where both educational and economic factors played a role. The Arab Spring occurred in Tunisia and was a revolution against its current rulers due to both oppression being commonplace as well as many in the country being in poverty (Howard and Hussain, 2013).
“fruit vendor Mohamed Bouazizi had his scales confiscated by local police who refused to return them without substantial payment”
The incident that kickstarted the revolution can also help explain why economic factors played a role in this revolution and how the rulers oppression contributed towards these economic issues. The major event was when fruit vendor Mohamed Bouazizi had his scales confiscated by local police who refused to return them without substantial payment. They had already been harassing him for some time, demanding bribes, since he was technically running the stall without a permit recently required by government. But due to the economic struggles in Tunisia Bouazizi did not have a choice, as it was either that or starvation (Howard and Hussain, 2013). In an act of desperation and as a protest against the government, Mohamed set himself on fire in front of the police station and died several weeks later. The incident was filmed on and quickly spread throughout the internet via social media sites.
The information spread about Tunisia’s struggles by bloggers and websites helped attract more attention towards the issues plaguing the country and educating people on how these issues come to be. This attention on Tunisia’s economic struggles also contributed towards the government attempting to calm the people by promising to create more jobs.
To further reinforce that the Information being spread by bloggers and websites about the situation in Tunisia was a major factor in the revolution the Tunisian government dedicated resources towards attempting to silence bloggers by taking the websites down and censoring them which of course they would not do if they had no effect on the revolution taking place as identified by Howard and Hussain (2013).
“theTunisian government dedicated resources towards attempting to silence bloggers by taking the websites down and censoring them”
To conclude this article, as identified in the cases of the French revolution and the Arab Spring, both educational and economic factors are often intertwined as causes of revolutions. In both these revolutions the leaders seen to be corrupt were ousted and replaced, in the short term at least, by democratic structures.
Good leadership in the Early Years sector: some things to consider
By Rachel Redfern, Early Years Education QTS undergraduate 2021-2024.
Good leadership requires an embrace of staff and student differences, as well as providing opportunities for
Early Years Leadership is a multifaceted construct which requires a delicate balance between commanding, collaborating, and shaping the learning environment of pupils and the staff that work within it. Leaders are expected to direct learning, adapting it where possible to suit the needs of all pupils, innovate learning by enriching the curriculum through a variety of external and internal opportunities, sustain
quality through constant monitoring and evaluation, and relate all of this in a way which conveys a sense of moral purpose and integrity. Whilst linking to the specialism of communication and language, I intend to critically reflect on early years leadership, and the way in which such leaders shape the prospects of our youngest learners.
It is important first to explore what early years leadership is, what goes into it
change and growth (Photo by Jeremy Thomas on Unsplash).
and why it is important. Historically, early years leadership has been an under researched concept meaning that a definitive definition is hard to come by. Campbell-Barr and Leeson (2016) suggest that leaders themselves exist within a middle strata, answerable equally to bottom up accountabilities such as the children themselves, the immediate family of that child, and the team which works with that child, but also to top down accountabilities such as government changes, inspection processes and local authorities, all of which creates the image that leaders are “all things to all people”. This removes any hierarchical views of leadership and instead produces a more “collaborative and interdependent” lens on early years leadership (SirajBlatchford and Manni, 2007).
It should also be noted that leaders need to be able to create a vision for the future which is clear to each of the before stated accountabilities, having the knowledge and foresight to notice any barriers that may lay ahead and to dismantle them before they even happen (Lewin, 2023). The importance of strong and effective early years leadership therefore cannot be underestimated.
Being able to adapt teaching and learning approaches to suit the needs of all students is an area in which leaders can be involved. In every decision made about teaching and learning it is important that the children remain at the forefront, every child is “unique” (DfE, 2023) and should be taught within an environment that accounts for their individual needs; and it is this child centred vision which Matthews
and Lewis (2009) use their report to suggest creates strong leaders.
Early Years Leaders must have taken the time to get to know the pupils within their settings, understanding their needs and devising plans to help each child to access the curriculum in a way that is suited and appropriate to their needs. This informs a more situational leadership style in which the “dynamic nature of the organisation in which one operates” is taken into account (SirajBlatchford and Manni, 2007).
Whilst on placement within a reception setting, I witnessed first-hand the importance of leaders understanding the demographic of their settings. This particular class had 70% of the children having English as an Additional Language, three non-verbal children each with an EHCP and two of which had one to one support, and countless other needs within the class. In terms of providing an inclusive environment for communication, the leaders within this setting took every opportunity to ensure that, where possible, communication wasn’t a barrier to learning.
“Armstrong(2009) talks about leadership skills that are associated with inspiring, influencing and guiding; leaders need to possess these skills in order that they may adapt teaching effectively.”
The NCSE (2020) highlights that there is more to communication than verbally speaking, it can also involve
Meetings with local community professionals, such as firefighters, can help to raise aspiration and feelings of belonging among students and staff alike (Photo by Spencer Davis on Unsplash).
‘facial expression, body language, gesture, sign, sounds, symbols, written language, pictures, objects of reference and electronic aids.’ For the non-verbal children of the class the EYFS lead introduced the use of attention autism bucket time, an approach that aims to break down the steps of communication into manageable chunks through play based activities. In order to implement this strategy effectively, the leader had to introduce this first to the one to one supporters, tying into the notion of problem focused leadership. By identifying the issue, an effective adaptation was put in place to solve the problem, relating to Andrews et al’s (2015) prioritisation of knowledge and work within the setting for developing contextualised change. They argue the importance of collaboration and a distributed network of support, reducing the idea of one autonomous leader and instead creating a space in which leaders work alongside the rest of the staff. Armstrong (2009) talks about leadership skills that are associated with inspiring, influencing and guiding; leaders need to possess these skills in order that they may adapt teaching effectively.
Whilst providing individualised adaptations places children firmly at the centre of their learning, early years leaders need also to be equipped to adapt the physical environment to ensure that every child feels supported and capable. Theorist Malaguzzi valued the environment as the third teacher suggesting that “an environment that supports children’s growing autonomy and independence is an environment where children thrive” (Bradbury & Ruth, 2022).
Early Years Leaders should therefore be responsive to the needs of their children and adapt the environment accordingly. Whilst on placement within the reception setting I became increasingly aware that the environment was not evolving with the needs of the children, the resources and provision available to them did not change, causing a lack of motivation and respect for learning alongside a reduction in communication as the children were not experiencing new ideas or concepts within their free flowing play.
“By allowing the space to remain the same in favour ofsupporting the most vulnerable children in their learning,the rest ofthe class were neglected in their own personal development,all ofwhich highlighted the importance of leaders working to the interests of all children…”
This experience highlighted the importance of early years leaders taking control of their settings to bring about change and development. By allowing the space to remain the same in favour of supporting the most vulnerable children in their learning, the rest of the class were neglected in their own personal development, all of which highlighted the importance of leaders working to the interests of all children, for as Westwood (2024) states, successful inclusion stands on the foundation of strong communication.
As well as leading learning, early years leaders must also be involved in the
growing innovation of learning working in a variety of ways to incorporate developing pedagogies, out of school experiences and building community links. When it comes to developing an early years curriculum it is important to embed opportunities for children to consolidate what they have learnt through play.
Theorist Friedrich Froebel emphasised that it was only through self activity that a child could construct themselves as part of the world and make sense of that world (Bruce et al., 2024). This is supported by the Development Matters Document (DfE, 2023) which suggests that as teachers we are responsible for providing opportunities for children to make sense of the world around them through play. This places a heavy burden upon leaders to ensure that whilst being able to explore concepts within play experiences, children are also beginning to make themselves more conscious of the world around them, adapting to it and being ready to enter into it. This is an area in which I feel I could develop my leadership skills further, ensuring that the activities that I put out for the children have meaning and reason and offer opportunities for cross curricular connectedness.
A key way in which leaders can encourage children to make real world connections is by taking children out into it, providing experiences for school trips and opportunities to take learning outside of the classroom. David Kolb devised the experiential learning theory in which he suggested that “learning is an inevitable product of experience and occurs through ongoing interactions and engagement with the world” (Wythe,
2023). As such if leaders can provide opportunities for hands-on and practical learning then they can encourage greater motivation through engaging experiences which offers a chance for children to translate their knowledge into real world situations.
“David Kolb devised the experiential learning theory in which he suggested that “learning is an inevitable product ofexperience and occurs through ongoing interactions and engagement with the world” (Wythe,2023).”
Too often teachers can succumb to the need to teach every aspect of the curriculum that opportunities for experiential learning can be missed, something which Julian Grenier (2020) uses his article to explore as he suggests that too often there is a focus on content and coverage as opposed to deepening learning. It is down to leaders therefore to ensure that children are provided with these wider opportunities, whilst in a placement in a nursery, having been exploring the season of spring and farm animals, it was then decided that we would take the children to the farm in order that they may physically experience it. This gave the children the opportunity to practise the key language that they had been learning but also allowed them to fully immerse themselves within the world.
“For some of these children it was the first time that they had ever been to the farm due to their low income background”
For some of these children it was the first time that they had ever been to the farm due to their low income background, something which the Communication Trust (2017) suggests makes them less likely to develop the language needed for learning than those children who never face such disadvantage. In the leading of learning therefore it is important to ensure that every child has the opportunity to experience these real world situations. It should be noted however that there is an ever increasing financial burden upon schools and so while providing a space on a trip for every child may be a desirable notion for leaders it is not always a possibility. One way to combat this, especially within the early years setting is to bring outside agencies into the school to talk to the children.
“Leaders can organise for members ofthe community such as firefighters,police officers, and doctors to come into the school to talk to the children. This provides children the opportunity to come up with questions to ask to enhance their communication skills,broaden their aspirations…
Leaders can organise for members of the community such as firefighters,
police officers, and doctors to come into the school to talk to the children. This provides children the opportunity to come up with questions to ask to enhance their communication skills, broaden their aspirations as they connect with their immediate community something which the Statutory framework for EYFS (DfE, 2023) requires children to be able to do, and also provides the opportunity to experience learning that is pertinent to their interests. In having these relationships, therefore leaders can allow every child to have the same aspirations for success. “Every child deserves a high-quality early education” (Owston, 2023) and it is down to leaders to ensure that this is made possible.
“One key responsibility ofearly years leaders is the collecting and analysing ofdata to ensure that any forward planning is effective and pertinent to the needs ofthe children.”
Whilst early years leaders must be involved in the leading of learning and its subsequent innovation, such decisions about learning must be informed by the constant monitoring and evaluation of pupils’ learning and the development of staff’s own subject knowledge. One key responsibility of early years leaders is the collecting and analysing of data to ensure that any forward planning is effective and pertinent to the needs of the children. “When used well, data can have a profound and positive impact” (Gov,
2016) it can inform leaders of any gaps in learning and development that the children may have developed and also lays out a clear path for future adaptations that may need to be made. Early Years leaders therefore must be able to “respond flexibly, identify strengths and areas for development, action plan, monitor and evaluate impact, and analyse a range of data” (Birth to Five Matters, 2010) to ensure the general moving forward of practice within early years settings.
A key example of using data to inform teaching and learning that I have seen is the use of regular phonics checks. The children would be tested fortnightly in their understanding and retention of their phonic letters and sounds, all of which was inputted on to a large ongoing spreadsheet. The data collected was then used to determine which group the children should be placed in, whether they were ready to move onto the next steps of reading, continue in the consolidation of the individual letters and sounds or return to the basic steps of phonics teaching. The analysis of data informed these decisions ensuring that each child was receiving the best possible teaching and the guidance that they needed dependent on their individual progression.
It should be noted that where possible, the collection of data should be done with the children present and not involve any prolonged breaks from interaction (DfE, 2023). Data shouldn’t just be collected for the sake of doing so, it should be collected to inform decision and change. Such leadership skills can then be passed on to the
staff for whom the data is originally collected, creating a more cohesive approach to the evaluation of pupils and so that realistic and achievable targets can be created.
Robins and Callan (2009) suggest that there must be a certain level of ‘interconnectedness’ between staff and leaders, in which leaders put their trust in practitioners to make change, drive development and focus on making a difference for the better of the children. All of which isn’t possible without teachers being provided the opportunity to add to their own continuing professional development (CPD). “For CPD to be effective, leaders and managers need to actively develop a learning culture within the setting” (Rawstrone, 2020), something which requires an ongoing commitment to the cycle of maintaining and developing professional knowledge and skills. The Teachers Standards for Early Years (DfE, 2013) states that teachers are required to model and implement effective education and care and lead other practitioners in doing so. By providing CPD opportunities for staff, early years leaders can ensure that a certain sense of self evaluation is instilled within staff ensuring that everyone can develop alongside the ever changing sphere of education.
This isn’t however a simple task and leaders need to have taken the time to build up strong relationships with their staff, conveying a sense of moral purpose and integrity. Ofsted (2024) note that in order for “high quality, inclusive care and education” to be provided for all, there needs to be “strong shared values, policies and
practices” between leaders and their staff. By building up strong relationships with staff, leaders have the opportunity to make a collaborative space in which change can be enacted smoothly and effectively.
This “Transformational leadership, focuses upon how leaders have the ability to inspire people with a collective vision” (Bass 1990, cited in Mountcastle 2020) and it is this collective vision which paves the way for a more distributed leadership approach in which different members within the team can utilise their individual strengths when needed to enhance the learning space and to share the load. “A whole setting approach is much more conducive to developing the desired shared vision with time and space given for each individual to develop their skills as an effective leader and in their day to day practice” (Siraj-Blatchford and Manni, 2007).
“when it comes to building relationships with staffthere needs to be a visible value based approach in which everyone is aware ofhow their skills might be used,but also given the opportunity to develop…”
Just utilising individual skills won’t, however, enable settings to keep up with the changing nature and demands of early years settings and so this singular style of leadership may not necessarily be successful (Aubrey, Godfrey and Harris, 2012). It is clear therefore that when it comes to building
relationships with staff there needs to be a visible value based approach in which everyone is aware of how their skills might be used, but also given the opportunity to develop any other attributes that they may require as the needs of the children change. This therefore, requires early years leaders to have built up strong relationships with the pupils in their setting ensuring that their needs remain at the centre of any decisions that are made. A key way to begin with this is to get to know the parents of the pupils; establishing and maintaining positive working relationships with parents is central to ensuring a child’s success.
The Development Matters document (2023) notes this partnership as one of the key features of effective practice, stating that effective relationships “set the scene for children to thrive in early years”. Robins and Callan (2009) note that “successful settings not only involve the family but work collaboratively with them” to ensure that all of the statutory requirements are met, alongside providing an enabling environment which cares for the diverse needs that a class may present.
Theorist Bronfenbrenner suggested that a child’s development was determined by the relationships that they built and it is this interconnectedness that can either hinder or enhance their developmental process. This theory places children firmly at the centre with a series of ecological systems surrounding them, tying into the work of theorist Maria Montessori who suggested that children should be supported as active learners whose inner motivations should be respected
(Bradbury and Ruth, 2022). The closest system to the child in Bronfenbrenner’s theory is the ‘Microsystem’, this includes the people that are closest to the child including immediate family and teachers.
Following the ‘Microsystem’ is the ‘Mesosystem’ which concerns how the people from within the ‘Microsystem’ interact and connect with one another. For example, whilst on placement within a year 2 setting we had a new child enter the class and since this child had English as an Additional language it was important that the class teacher took the time to talk to the parents to understand what level the child was working at, what support they were receiving at home and what could be reciprocated in school to ensure that communication and language wouldn’t be a barrier for this child. By taking the opportunity to speak directly with the parents this meant that a relationship could begin to be forged, establishing clear goals and a sense of direction. Elizabeth Jarman (2013) suggests that the way in which children view their learning space conveys messages about the sort of interactions that are welcome there.
By building a relationship in which communication between parents is free and open, children’s motivation for learning is increased leading to higher levels of attention and engagement, therefore highlighting the “knot” between classroom management and the successful progression of learning (Lekli and Kaloti, 2015). The importance of early years leaders building strong relationships therefore cannot be doubted, by maintaining connections
with staff, openness and cohesion across learning can be enhanced, supported by strong relationships with parents which enable teachers to form deeper relationships with the pupils themselves.
To conclude, the role of an Early Years Leader is one which cannot be defined in one simple way, they have a multitude of roles which fuse together to form a cohesive learning approach. Leaders are responsible for the directing and innovation of learning, ensuring that staff have developed the appropriate skills needed to drive learning forward and adapt the curriculum where needed whilst also enhancing it through wider opportunities that are accessible to all. They need to be able to evaluate data and use that information to inform decisions that are made, being able to identify any barriers that may lay ahead and removing them, but also ensuring that continued professional development is valued so that the learning experience doesn’t become stifled. Finally, they need to be able to build strong relationships with staff, parents and most importantly children for it is them whom these leadership decisions affect most directly and it is them who should remain at the forefront of change.
References
Andrews, M. et al. (2015) ‘Building capability by delivering results: Putting Problem-Driven Iterative Adaptation (PDIA) principles into practice’, in A Governance Practitioner’s Notebook: Alternative Ideas and Approaches. Paris: OCED, pp. 123–133.
Armstrong, M. (2009) Armstrong’s Handbook of Management and Leadership: A Guide to managing for results. 2nd edn. London: Kogan Page.
Aubrey, C., Godfrey, R. and Harris, A. (2012). How Do They Manage? An Investigation of Early Childhood Leadership. Educational Management Administration & Leadership, 41(1), pp.5–29. doi:https://doi.org/10.1177/1741143212462702.
Bradbury, A. and Ruth, S. (2022) Early childhood theories Today. Los Angeles: Learning Matters.
Bruce, T. et al. (2024) The Bloomsbury Handbook to Friedrich Froebel. London: Bloomsbury Publishing PLC.
Campbell-Barr, V. and Leeson, C. (2016) Quality and leadership in the early years: Research, theory and practice. London: SAGE Publications Ltd.
Challenging practice to further improve learning, playing and interacting in the Early Years Foundation Stage. (2010). Available at: https://birthto5matters.org.uk/wp-content/ uploads/2021/03/Challening_Practice_to_ Further_Improve_Learning_Playing_and_ Interacting_in_the_EYFS.pdf.
Department for Education (2013). Teachers’ Standards (Early Years). [online] Available at: https://assets.publishing.service.gov.uk/ media/5a7bfe8eed915d41476221b0/Early_ Years_Teachers__Standards.pdf.
Department For Education (2023). Development Matters Non-statutory curriculum guidance for the early years foundation stage. [online] Available at: https://assets.publishing.service. gov.uk/media/64e6002a20ae890014f26cbc/ DfE_Development_Matters_Report_Sep2023.pdf.
Department for Education (2023). Early years foundation stage statutory framework For group and school-based providers Setting the standards for learning, development and care for children from birth to five. [online] GOV.UK, p.10. [online] Available at: https://assets.publishing.service. gov.uk/media/65aa5e42ed27ca001327b2c7/ EYFS_statutory_framework_for_group_and_ school_based_providers.pdf.
Eliminating Unnecessary Workload
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Gascoigne, M. and Gross, J. (2017)., Talking About a Generation CURRENT POLICY, EVIDENCE AND PRACTICE FOR SPEECH, LANGUAGE AND COMMUNICATION.
Better Communication [online] Available at: https://www.bettercommunication.org.uk/tct_ talkingaboutageneration_report_online_update. pdf.
GOV.UK. (2024). Early years inspection handbook for Ofsted-registered provision for April 2024. [online] Available at: https://www. gov.uk/government/publications/early-yearsinspection-handbook-eif/early-years-inspectionhandbook-for-ofsted-registered-provision-forseptember-2023.
Grenier, J. (2020) Reflecting on the EYFS curriculum, The Foundation Stage Forum Ltd. [online] Available at: https://eyfs.info/articles. html/teaching-and-learning/reflecting-on-theeyfs-curriculum-r316/
Jarman, E. (2013) The Communication Friendly Spaces Approach: Re-thinking learning environments for children and families. England: Elizabeth Jarman.
Lekli, L. and Kaloti, E. (2015). Building ParentTeacher Partnerships as an Effective Means of Fostering Pupils’ Success. Academic Journal of Interdisciplinary Studies MCSER Publishing, [online] 4(1). doi:https://doi.org/10.5901/ ajis.2015.v4n1s1p101.
Lewin, L. (2023) Early Years leadership: Roles & attributes of a good EYFS leader, Making Business Matter (MBM). [online] Available at: https://www.makingbusinessmatter.co.uk/earlyyears-leadership/
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Mistry, M. and Sood, K. (2017) ‘How can the skills of early years leaders support other leaders in a primary school setting?’, Management in Education, 31(3), pp. 125–134. doi:10.1177/0892020617711194.
Mountcastle, L. (2020). Lydia Mountcastle Bath Spa Effective Leadership in Early Childhood Settings. [online] Available at: https://www. ecsdn.org/wp-content/uploads/2020/03/LLydia-Mountcastle-Effective-Leadership-in-EarlyChildcare-Settings-ECSDN-Submission.pdf.
Owston, L., (2023). Giving all children the best start in life - Ofsted: early years. [online] Available at: https://earlyyears.blog.gov. uk/2023/09/11/giving-all-children-the-beststart-in-life/
Rawstrone, A., (2020). Leadership Under the EIF: Continuing Professional Development - On a roll. Nursery World [online] Available at: https://www.nurseryworld.co.uk/ features/article/leadership-under-the-eifcontinuing-professional-development-on-a-roll.
Robins, A. and Callan, S. (2009). Managing early years settings : supporting and leading teams. Los Angeles: Sage.
Siraj-Blatchford, I. and Manni, L. (2007) Effective leadership in the early years sector: The Eleys Sector. Institute of Education.
Wythe, J. (2023). ‘Trips are the thing we all remember from our school days’: The learning value of school trips for children with special educational needs from the perspective of primary school teachers. Journal of Research in Special Educational Needs. doi:https://doi. org/10.1111/1471-3802.12638.
Emotions and mental health in education: tracking a path to success over time
By Jodie-Leigh Clough, second year student in Early Childhood and Education.
Greater understanding of how to support positive emotions can drive education forwards (Photo by Robert Keane on Unsplash).
“The lack of consideration to how women in particular felt was shocking.”
Mental health and wellbeing affects both children and educators. In the following, I consider the implications of mental health issues and well-being within education settings.
“Oakley married and followed the social norms of other middle class women in the 1950s which was to stay at home.Oakley tried to apply herself to housework and motherhood but ‘fell into a severe depression”
History helps us to recognise the changes in the status of mental health in society. There is now and there were back then issues with mental health but the issues in the past were not taken as seriously compared to now. The lack of consideration to how woman in particular felt was shocking. As Dyhouse (2001) discussed woman in the twentieth century was seen by male college residents as having ‘infested’ (Dyhouse, 2001 pg. 120) the universities. Back in the 1920’s the gender hierarchy was a social norm where nobody considered a woman’s mental state or well-being. Not long after this time, Ann Oakley attended Oxford university where she found the
curriculum ‘disappointing in many ways’ and ‘argued it failed to help understand how society worked’ (Dyhouse 2001 pg. 129). Oakley married and followed the social norms of other middle class women in the 1950s which was to stay at home. Oakley tried to apply herself to housework and motherhood but ‘fell into a severe depression.’
“If mental health and well-being was taken into consideration,especially for women,there would have been more equal access to education and work.”
If mental health and well-being were taken into consideration, especially for women, there would have been more equal access to education and work. In 1908 it was Mary Ward who fought for change as she launched the ‘Woman’s National Anti-Suffrage League’ which aimed to recognise a woman’s contribution to Britain’s strength and moral purpose in Education. There is also another factor to consider through a historical lens, which is the status of psychology across time. Smith (2019) talks about the finding of skulls over 7000 years ago showing a small part of the skull had been removed which was thought to be a ‘cure’ for mental health issues and they believed this procedure would ‘release the evil spirit’ that caused it. This suggests how far knowledge of psychology has changed.
“Reay … carried out various case studies to show the ‘emotional pressures’that results from children trying to succeed‘against the odds”
Sociology helps us to consider ways in which we can improve a child’s educational experience. Reay (2018) delves into the ‘powerful dynamic between emotions and class inequalities’. Reay (2018, p.155) carried out various case studies to show the ‘emotional pressures’ that results from children trying to succeed ‘against the odds’. Reay quotes a white working-class boy called Shaun who is emotionally affected due to being torn between academic success and male solidarity. Shaun talks about how he wishes he was a baby again with no responsibilities and pressures. Reay (2018, p. 159) quotes Shaun saying ‘I have to do my work, but I don’t want to fall out with my mates’. The struggle of balancing working hard in class whilst maintaining friendships becomes too much for Sean and in Reay’s last interview she quotes (Reay 2018, p. 159) Shaun saying ‘I’m exhausted trying to keep it all together’. In the end sadly Shaun found the struggle too much to manage and the workingclass peer group pressure overpowered his educational desire for success and Shaun left school at a young age at the same time as all of his friends.
Shaun was let down by the educational system. There are points to consider
to improve educational experiences, factors include better behaviour management strategies for teachers to use as it should not be a responsibility of a child to peer manage in order for them to be able to be educated and learn. Shaun had every right to receive an education yet there are issues within his setting where they lacked strict limits on discipline UNICEF (2024) and failed to provide him with the ‘abilities which give children the tools needed to pursue their options in life.’
Reay highlights that Sean’s school also had a high staff turnover. Reportedly Shaun refers to this by saying (Reay 2018 pg. 160) ‘you never know who you are going to get’. The lack of opportunity to build positive relationships with his teachers resulted in Shaun’s mental health declining therefore his well-being suffering and his future being damaged. Suggestions could be made inspired from pioneer in education B. F. Skinner, who had a theory of positive reinforcement (Demorest, Amy 2005, pg. 85) that has led practitioners to believe that we can condition children into behaving in a certain way through consistent reward and punishment.
“Murphy speaks ofSeligman (1999)whodeveloped the positive psychology movement and who argues (Murphy2020,pg.4)thatfor ‘too long psychologists had only looked at the negative side ofhuman experience instead ofthe positive.”
Central to some current varieties of psychology of education is the concept of ‘positive education’ and of the opportunities provided for freedom of learning in schools. As previously mentioned, historically the concept of well-being was rarely discussed. However, in more recent times there has been a focus on mental health and well-being and more so an interest in the idea of a positive education. Murphy (2020) investigates ways where education goes beyond ‘traditional’ ways of teaching and highlights the concerns for the well-being of people. Murphy speaks of Seligman (1999) who developed the positive psychology movement and who argues (Murphy 2020, p. 4) that for ‘too long psychologists had only looked at the negative side of human experience instead of the positive.’ This movement has been successfully recognised in schools and is able to provide strategies for adults and children to use to (Murphy 2020, p. 5) ‘foster mental health and promote resilience.’
Some may critique this approach and raise concerns around (Murphy 2020, p. 18) the ‘dangerous’ rise of therapeutic education which could prioritise constant happiness over achieving educational attainment goals, which will always be accompanied by some struggle and discomfort. Some may also say that this is putting more pressure on teachers to adjust their teaching styles to achieve this approach. Ball (2008) debates that teachers are under so much stress that they can’t take anymore. Policymakers are putting heaps of pressure on teachers that they feel ‘bullied’ by the Government. Ball
(2008, p. 4), quotes a primary school headteacher who ‘broke down in tears’ after admitting that work stress caused him to leave the profession altogether. Ball (2008) speaks of a teacher called Mr Illingworth who said ‘my mental illness has been caused by cumulative stress of work, which became beyond my capacity to manage’. Going back to the boy Shuan who is suffering because of a high staff turnover, this is likely to explain why there is a high turnover in staff, but there are debates around who is to blame. Policymakers who create the pressures, teachers’ attitudes and approaches, or the children who do not listen.
“children are expected to comply like slaves in education.They are moulded … oppressed children who will develop into adults who will be easily controlled and dominated by the oppressors”
Philosophy helps us to explain and define this issue as Freire (1993) explores the roles within education, looking at the teacher as the ‘narrator’ and the child and the ‘listening object’ and he believes that ‘education is suffering from narration sickness’. That children are ‘talked at’ by the teachers and the children are expected to comply like slaves in education. They are moulded in ‘empty minded’ oppressed children who will develop into adults who will be easily controlled and
dominated by the oppressors. This goes against the ideas of the rights (UNICEF 2024 The Right to Education - UNICEF UK) of a child’s education where they deserve an education that is childcentred and empowering. Imagining an education reform would be a great way to improve the mental health and well-being of teachers and children and the philosophical approach helps us to do this. Philosophy will help us question the purpose of education. The traditional purpose was to go to school and gain knowledge, to pass exams in order to prepare them ready for work and jobs in the real world.
The future involves a mindfulness approach. Teaching children skills to help regulate their emotions will prepare them for the future, rather than having people come to learn mindfulness as adults to deal with stress and depression (The Psychologist, 2011).
Plato’s Allegory of the Cave challenges us to think about the idea of how this links to education. Plato depicts men chained inside a cave who can only see shadows of real objects in front of them, this could be referring to the children who are prisoners of the education system. The restrictions of the limited curriculum that the policymakers chain us with gives the children in education a false sense of reality – their curriculum is like shadows of reality. The people in power are only teaching us what they want us to know, preparing us for a potentially unhappy and unfulfilled place in society. The Labour Party (Ball 2008, p. 80) in 1995 promised they would make some changes including that ‘policies would be designed to benefit
the many, not just the few.’ Yet there are still so many gaps within education and problems around this still arising.
Educational practitioners today must consider the issues around mental health and an individual’s wellbeing in education due to the huge implications it can have. Without addressing these issues there will be detrimental effects which will result in a negative experience in education and lack of skill-sets to help them prepare for the future. The potential solutions raised include ensuring that educators take mental health and well-being issues seriously. At the same time there must be considerations for professionals in education like teachers, whose mental health is suffering from the overbearing pressure to deliver the forever changing national curriculum. Considerably more work will need to be done to improve mental health and well-being for children and educators within the education system.
“even the smallest changes will make a huge difference.”
A reasonable approach to tackle this issue could be that policymakers need to consider looking at the national curriculum again, whilst implementing therapeutic approaches to ensure children are supported in a nurturing environment. At the same time policymakers need to consider the pressures on teachers and to think of ways to avoid high staff turnovers by supporting teachers more and
having trust in them. Teacher attitudes and approaches will also need to be considered to improve a child’s wellbeing for the future therefore it is important for teachers to review and reflect on their teaching styles and to ensure they are able to adapt their approaches to ensure they are providing the best education for the children in their care. Continued efforts are needed to improve wellbeing across the board and although this is not a quick fix, even the smallest changes will make a huge difference.
References
Anon. 2011. “Mindfulness in Schools | The Psychologist.” Retrieved (https://thepsychologist. bps.org.uk/volume-24/edition-10/mindfulnessschools). [ONLINE] [Accessed on 08/05/24]
Ball, Stephen J. (2008) Policy and Politics in the Twenty-first Century. Bristol : Policy Press. Pg.4
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Ball, Stephen J. (2008) Policy and Politics in the Twenty-first Century. Bristol : Policy Press. Pg.90
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Bush, J (2005) ‘Special strengths for their own special duties’: women, higher education and gender conservatism in late Victorian Britain. [E-Book, One Search] [Accessed on 07/05/24]
Demorest, Amy (2005) Psychology’s grand theorists : how personal experiences shaped professional idea.pg.85. [E-Book, One Search] [Accessed on 09/05/24]
Dyhouse, Carol (2001) ‘Education’ in (ed.) In Zweiniger-Bargielowska, A. ed. Women in twentieth-century Britain social, cultural, and political change. Oxford Routledge, p. 119-133. [E-Book, One Search] [Accessed on 06/05/24]
Murphy, Joseph (2020). “Positive Education: A New Look at Freedom to Learn.” Oxford review of education 46. 549–562. [E-Book, One Search] [Accessed on 06/05/24]
Paulo Freire’s (1972) Pedagogy of the Opressed. [E-Book, One Search] [Accessed on 07/05/24]
Plato’s Allegory of the Cave. [E-Book] [Accessed on 07/05/24]
Reay, Diane. Chapter 7 and 8 of Miseducation Inequality, Education and the Working Classes. Bristol: Policy Press, 2018. [E-Book, One Search] [Accessed on 06/05/24]
Rosalind Stanwell-Smith (2019) ‘Mad, bad and dangerous to know? History and mental health’ Volume 139, Issue. [E-Book, One Search] [Accessed on 07/05/24]
UNICEF (2024).The Right to Education - UNICEF UK[ONLINE] [Accessed on 07/05/24]
SPOTLIGHT ON SUSTAINABILITY AND THE WIDER PERSPECTIVES PROJECT
In the second year of their degree, BA QTS students engage in the ‘wider perspectives’ project, and other initiatives around sustainability. This involves thought and action, sometimes in collaboration with academics, on how to expand curriculum and pedagogy in light of current research and social needs. Below, three pairs of students discuss their experiences.
Teaching active citizenship in the modern world
By Lottie Morris and Kate Leckey, third year students in BA QTS in Primary Education.
We can teach young people how to protect the glaciers (Photo by Marius Neugebauer on Unsplash).
“As part ofthe Primary Education degree,whilst in the second year,we are encouraged to think beyond the scope ofthe current curriculum”
In the Spring of 2024, we embarked on the annual wider perspectives project. As part of the Primary Education degree, whilst in the second year, we are encouraged to think beyond the scope of the current curriculum and teach elements of wider learning using creative and exciting techniques.
“recent legislation from the Department ofEducation that outlines a strategy for bringing climate change and sustainability education into mainstream practice”
For the last academic year the Education faculty decided upon climate action as the primary focus for the project following recent legislation from the Department of Education that outlines a strategy for bringing climate change and sustainability education into mainstream practice. This involved promoting global citizenship; awareness of the natural world and how to look after it; creating practical solutions to real world problems; and developing critical thinking skills for the children
who will, after all, be leaders of future generations.
Each group of students liaised with the school they had been assigned to delve deeper into the specific areas of climate action the school were hoping to cover whether it be: climate change, water waste, textile waste or living sustainable. These themes align with the UN Sustainable Goals and many projects, along with the research surrounding them, were linked to these goals.
“one of our schools chose to focus particularly on how to ensure that the children were making sustainable choices in their everyday lives.”
For example, one of our schools chose to focus particularly on how to ensure that the children were making sustainable choices in their everyday lives. In order to do this, the children discussed the ways in which we can be sustainable and why this is important for us but also the flora and fauna that we share Earth with. They then built their ideal city using recyclable materials to represent their choices. These included homes and schools with solar panels, wind farms that generate renewable electricity and water butts to collect rain water to use in their gardens.
The scope of topics covered was broad with a further school focusing on food production and consumption - engaging
the pupils in interactive and creative activities. At the end of many of the projects, the pupils and trainees presented a showcase to their families. This not only gave the pupils a chance to show off their work but also allowed the trainees to gain valuable experience working within a school community without the rigidity of the national curriculum.
“The unique nature ofthe wider perspectives project allowed us as trainees to take creative liberty and utilise pedagogical approaches that we may not get the chance to experiment with on our professional placements.”
The unique nature of the wider perspectives project allowed us as trainees to take creative liberty and utilise pedagogical approaches that we may not get the chance to experiment with on our professional placements. For example through wider perspectives there is a significant focus on using the arts in the classroom engaging the pupils’ through drama, music and other practical activities. We also encouraged the children to connect with nature and the world around them. With such a high percentage of our lives being spent behind a screen or desk, time in their local environment not only helped the children to learn to appreciate the world around them and the effect they have
on it, but also decreased anxiety levels and helped the children (and adults) to feel less stressed.
Many groups also chose to incorporate pedagogical principles such as Philosophy for Children into their project, by encouraging the children to talk about their views and opinions and present their ideas to the group. This raised suggestions such as, ‘What’s the point?’, ‘I can’t make a difference’ and ‘Taylor Swift produces more carbon emissions with her private jet than I will in my whole life”. The wider perspectives project aimed to validate these views but also adapt this mindset, allowing pupils to see how they can both collectively and individually make a difference as well as how to challenge those with more influence and power to be more mindful of their choices by taking inspiration from the work of other active citizens such as Greta Thunberg and David Attenborough.
“The wider perspectives project…allow[ed]pupils to see how they can both collectively and individually make a difference as well as how to challenge those with more influence and power to be more mindful of their choices…”
Ourselves, and four other students, have also been working with lecturers at the university on research associated with this project as part of a summer
scholarship programme. The research by the university has included discussing with schools and students their opinions on climate education, the advantages and disadvantages of incorporating it into the curriculum and the practicality of this. Amongst other tasks, we have then been working to transcribe these interviews ready for analysis, working with the Liverpool World Centre and helping to develop curriculum for the next group of second year students who take on the wider perspectives project.
“The contents of the curriculum and our pedagogy needs to be carefully crafted in order to ensure that we are equipping the children with both the knowledge and the skills to be active citizens in the modern world…”
Involvement in the wider perspectives project and the scholarship has enabled us to be more mindful about incorporating interesting pedagogical principles that take learning away from the everyday norm. The contents of the curriculum and our pedagogy needs to be carefully crafted in order to ensure that we are equipping the children with both the knowledge and the skills to be active citizens in the modern world when we have so much to teach them in such a limited amount of time. As teachers we have the responsibility
to create a positive impact on the students in our care and the project has enabled us to see how many topics deserve time in education and how we can incorporate them into our teaching. Through having the opportunity to work alongside the tutors at Hope, aiding with their research, as a collective we have all expressed how it has allowed us to analyse the wider perspectives project from many different anglesfurther solidifying its importance and its impact for us as developing practitioners.
The importance of Climate Change and Sustainability Education for school children
By Hollie McMahon and Anam Ali, third year students in BA QTS in Primary Education.
Our rivers can be protected if children learn hands on that some rubbish will not biodegrade (Photo by Misha Levko on Unsplash).
We are Anam Ali and Hollie McMahon, third-year trainees in the 5-11 BA QTS program. As part of our secondyear studies, we had the privilege of engaging in a distinctive course element called Wider Perspectives. This module provided us with the opportunity to step beyond the traditional boundaries of the National Curriculum, allowing us to explore and implement creative teaching methods that inspire children in new and innovative ways.
“Wider Perspectives is not just about teaching—it’s about expanding horizons.The module is designed to immerse children in a wide range ofglobal issues and concepts ofcitizenship, encouraging them to think critically about the world around them…”
The UN’s Sustainability Goals (2018).
Wider Perspectives is not just about teaching—it’s about expanding horizons. The module is designed to immerse children in a wide range of global issues and concepts of citizenship, encouraging them to think critically about the world around them, through carefully planned and researched projects in schools over the period of a week. It gives students the chance to voice their opinions and engage with topics that might otherwise be overlooked during the busy school day. This approach fosters a deeper understanding of Global Learning, equipping students with the knowledge and skills they need to navigate and contribute to an increasingly interconnected world.
“[the]SustainableDevelopment Goals … were born out of the 2012 United Nations Conference on Sustainable Development in Rio deJaneiro,with the aim of addressing the most pressing environmental,political,and economic challenges ofour time.”
This year, our focus in Wider Perspectives revolved around the Sustainable Development Goals (SDGs), a set of 17 ambitious global goals established by the United Nations as part of the 2030 Agenda. These goals were born out of the 2012 United Nations Conference on Sustainable Development in Rio de Janeiro, with the aim of addressing the most pressing
The UN’s Sustainability Goals: Climate Change (2018).
environmental, political, and economic challenges of our time.
The SDGs are a call to action for all nations to work collaboratively towards creating a world of peace and prosperity, both for people and the planet. They emphasize the importance of sustainability, with goals ranging from eradicating poverty and hunger to tackling climate change and preserving our oceans and forests. By integrating the SDGs into our teaching, we hoped to inspire students to think globally and act locally, instilling in them a sense of responsibility and empowerment to make a positive difference in the world.
“ThroughWider Perspectives, we’ve witnessed how creative approaches to education can ignite a passion for learning and a commitment to global citizenship”
Through Wider Perspectives, we’ve witnessed how creative approaches to education can ignite a passion for learning and a commitment to global citizenship. It’s a reminder that education is not just about imparting knowledge, but about shaping the future—one student, and one lesson, at a time.
Our specific focus within Wider Perspectives was SDG 13—Climate Action. This goal aims not only to combat the ongoing changes our world faces due to climate change but also to encourage proactive steps towards adaptation and resilience. But why is this particularly important for children in our schools?
“Climate education empowers students to see themselves as part ofthe solution.Research byOxfam(2019)highlightsthat children who learn about climate change are more likely to take action,both in their personal lives and within their communities.”
Climate education empowers students to see themselves as part of the solution. Research by Oxfam (2019) highlights that children who learn about climate change are more likely to take action, both in their personal lives and within their communities. By focusing on SDG 13, we provide students with the knowledge and confidence to become proactive agents of change, nurturing future leaders who are equipped to tackle global challenges.
Furthermore, the UK Department for Education (DfE) has increasingly recognized the importance of climate change and sustainability education. In April 2022, the DfE launched its first-ever Sustainability and Climate Change Strategy. This strategy outlines the government’s vision for the education sector to play a critical role in addressing climate change and promoting sustainability.
The DfE aims to integrate sustainability into the entire education system, ensuring that all students understand the importance of climate change and are equipped with the knowledge and skills to respond to it.
The strategy highlights the need to incorporate climate education into
various subjects across the curriculum, particularly within science, geography, and citizenship lessons. This approach is intended to ensure that all students have a basic understanding of climate change, sustainability, and the environment.
The Global Goals Goal 13: Climate action [online]. The Global Goals. Available from: <https://www. globalgoals.org/goals/13-climateaction/> 30 August 2024 [accessed].
Hollie’s experiences:
During our Wider Perspectives project, we were placed in primary schools in Merseyside and had to deliver knowledge-rich sessions on a topic of our choice and collect evidence of learning. We focused on goal 13 from the Sustainable Development Goals, Climate Action. As this is what we had been looking at in university. Within Climate Action we were intrigued by water pollution as this is a well-known issue across the globe. Due to the geographical location of the school, on the peninsula Wirral. My group focused on what was important for students in Wirral schools to know about their environment and we related it to the local area and how water pollution affects areas close to home.
“My group focused on what was important for students inWirral schools to know about their environment and we related it to … how water pollution affects areasclosetohome(Hollie)”
Merseyside is home to The River Mersey and different beaches, so we decided on teaching the pupils about the importance of water pollution and its prevention. We began teaching the sequence of lessons through comparisons of the water in the River Mersey and the Ganges and questioned the pupils about what things they already knew about their local beaches. Additionally, we present the students with P4C statements to get ideas flowing about what a clean environment looks like and ideas on prevention. Throughout the lessons, pupils were able to recall important rules to keep their water safe such as turning the tap off when they brush their teeth and not to litter as it can be carried into our water and damage wildlife.
“We began teaching the sequence oflessons through comparisons ofthe water in the River Mersey and the Ganges and questioned the pupils about what things they already knew about their local beaches(Hollie)”
At the beginning of the week, we implemented a science investigation by testing different materials like baby wipes, cotton buds and toilet paper into recycled full water bottles and checked on them each day for any biodegradation. This was to show the pupils what we can and cannot flush down the toilet. At the end of the week, the pupils were positive about what they had learnt and had fun creating musical instruments with
recycled plastic that had been found at their local beaches and creating a chant for helping the environment. Students also showed care about their future environment with some taking an interest in volunteering to clean up beaches with their local eco-club.
Throughout my own experience on the Wider Perspectives project, it opened my eyes to the idea and success of teaching current affairs and issues. Slightly different to the National Curriculum topics, teaching about climate action can help children relate and take interest in the area around them. Hopefully if a subject like this is implemented into the curriculum, pupils will continue to care and nourish for their world and future generations.
Anam’s experiences:
Prior to completing the wider perspectives element, I didn’t hold climate action to high importance as part of student’s education and ultimately would have left it to the curriculum subjects of Geography and Science, but they only briefly cover the issue of climate change and sustainability Furthermore, while climate change and sustainability education have long interested me, I’ve now realised that this approach does not do the issue justice. Integrating climate change and sustainability education across the curriculum can help in fostering a comprehensive understanding in children, which can inspire positive actions toward caring for our world.
“the curriculum subjects of Geography and Science … only briefly cover the issue ofclimate change and sustainability … I’ve now realised that this approach does not do the issue justice (Anam).”
During the project itself I realised the importance of teaching children about climate change and sustainability and how this can be done in a friendly and age appropriate manner too. For my project I worked alongside three other students to deliver a project focusing on protecting and preserving biodiversity sustainably through the means of recycled goods creating bird feeders. We also explored the different biodiversity in the school, looking at various plant and animal life that could be found. We then planted different wildflowers and other plants to provide food and habitats to biodiversity found in the school helping them to flourish within the school environment. This was a project delivered to a year 3 class - before completing the activities that I have discussed we also looked at the impacts climate change has on biodiversity, we also looked at the forest ecosystem and why this is important for our planet and our own survival.
“We … planted different wildflowers and other plants to provide food and habitats to biodiversity found in the school helping them to flourish within theschoolenvironment(Anam).”
Moving forwards, to change my teaching practice, I could plan to integrate small but impactful actions within the classroom. For instance, setting up separate bins for plastic and paper recycling and appointing eco monitors can instil sustainable habits in students. Additionally, utilising subjects like PSHE or P4C - Philosophy for Children can be used to facilitate discussions on climate change and sustainability thus giving children a platform to express their views and engage with these critical issues actively, but most importantly be given a voice.
Finally, we hope that as not only teachers to children but at their role models give them positive hope for the future knowing that they have a voice on climate change and every action no matter how big or small matters and makes positive change.
The Global Goals Goal 13: Climate action [online]. The Global Goals. Available from: <https://www. globalgoals.org/goals/13-climateaction/> 30 August 2024 [accessed].
Climate Change and Sustainability Education: Our Experiences with the Summer Research Scholarship
By Beth Dooley and Emily Goulding, third year students in Early Years Education QTS.
New language, such as ‘global citizenship’, is needed for us to articulate and address the challenges that the world now faces (Photo by Gina Jie Sam
Our names are Beth Dooley and Emily Goulding, and we are both entering our third year of the Early Years Education undergraduate programme (with QTS). Over the summer of 2024, we were awarded the opportunity to participate in a summer research scholarship, focusing on teacher views regarding climate change and sustainability education.
Our first introduction into the project was our voluntary involvement in the Q sorts and focus discussion groups, reflecting on our own personal views regarding climate change in light of our teacher training.
“We were made aware of the scholarship positions available, in order to delve deeper and contribute to the project.For us,this was a great opportunity to contribute to wider university research,develop our skills and gain experience in this field.”
We were made aware of the scholarship positions available, in order to delve deeper and contribute to the project. For us, this was a great opportunity to
Foek on Unsplash).
contribute to wider university research, develop our skills and gain experience in this field. Once we had both enrolled onto the scholarship, our first task was to produce accurate transcripts of interviews conducted with teachers, sharing their experiences with climate change and sustainability within their schools.
“Working alongside academics
Professor Philip Bamber and Zofia Wolniakowska-Majewska,this research was then fed back to inform the current projection of the project … we also attended the Faculty ofEducation ‘Pedagogy and Practice Research Group’conference,where we were invited to share our opinions, discussing how the research has impacted our own personal views.”
Later on, we were provided with a range of other tasks and opportunities. This included a search and synthesis of current and past literature, surrounding the debate of climate change and sustainable development across the four nations. Working alongside academics
Professor Philip Bamber and Zofia Wolniakowska-Majewska, this research was then fed back to inform the current projection of the project. In addition to these roles, we also attended the Faculty of Education ‘Pedagogy and Practice Research Group’ conference, where we were invited to share our opinions, discussing how the research has impacted our own personal views.
The array of tasks in our scholarship have been eye-opening, and exciting for us - as Hope students - as this will open many doors for us as we move forward into our teaching careers.
“our involvement in the research project has … introduced us to a plethora ofnew vocabulary such as‘eco anxiety’,‘education for sustainable development’,and ‘global citizenship”
Reflecting on our involvement in the research project has led us to articulate our ideas regarding this topic, and introduced us to a plethora of new vocabulary (eco anxiety; education for sustainable development; global citizenship; etc). Consequently, this has deepened our understanding of climate change and sustainability education in a professional context. In addition to our teaching practice, we have begun to analyse and assess occasions where climate change and sustainability is being addressed in schools. This is particularly significant for us as we are training on the 3-7 course: it is really important to introduce children to the idea of sustainability and taking care of our planet from a young age, but to do this in an age-appropriate way.
“we have realised the significance ofconsidering parental opinions, as well as prioritising and embedding this theme into an already busy curriculum.
“Listening to different teacher’s experiences,we have collated ideas such as writing to local businesses,charity swap shops, and minimising waste at snack time through repurposing food waste.”
Listening to different opinions through discussions in the research project has also highlighted to us issues that we may face in schools, regarding this topic. For example, we have realised the significance of considering parental opinions, as well as prioritising and embedding this theme into an already busy curriculum. Our observations have also equipped us with a range of helpful strategies to better teach climate change and sustainability to pupils. Listening to different teachers’ experiences, we have collated ideas such as writing to local businesses, charity swap shops, and minimising waste at snack time through repurposing food waste. By taking a whole school and wider community approach, this will create a united front on climate change, and, therefore, a stronger impact will be made.
“We are looking forward to being at the forefront offresh research that will influence UK government policy.”
Again reflecting on our experience, we were surprised by the lack of research and understanding on the topic of climate change and sustainability previously among teachers and academics. We are looking forward to being at the forefront of fresh research that will hopefully influence UK government policy.
Looking to the current and future impact of this research, all of us involved are eager to witness the changes that will unfold in light of the work. In addition to this, we are also excited to see how our personal contributions can make a difference and influence other practitioners in the field. We are hopeful that this will lead to other similar opportunities in the future, as this experience has been one of joy and enlightenment for us both.
Beth Dooley and Emily Goulding reflecting on their experience with their summer research scholarship, and how it has affected their views on climate change and sustainability education (Photo by Damien Maguire).
Profile on Diane Reay: academic and education reform activist in England
By Gemma Taylor, second year Education and Special Educational Needs student.
Reay describes the mountains that some working class children must climb in education, and how this continues into adulthood. Photo by Paul Earle on Unsplash .
Diane Reay knows all about the inequality for the working-classes and especially how this affects the working class in the education system. Alongside large-scale empirical research, Reay uses her life experiences to explore the issues faced by the working class in education. There is
a lack of recognition for the children who are in the working-class society especially for white working-class boys who deal with the daily struggle of being set up to fail. She understands the reproduction of social class structures via educational institutions.
“The power ofthe higher social class to sack a workingclass worker with no evidence and leave her without a job is discrimination.”
Reay uses her own life experience to show how the working class are being put to use by huge companies and being treated unreasonably. ‘While I was writing this book one of my younger sisters, who has worked at multinational supermarket for 17 years, was arrested and unjustly accused of collusion and theft of £45.95’ (Reay, 2017, p.17).
The power of the higher social class to sack a working-class worker with no evidence and leave her without a job is discrimination. It can be seen that they saw her sister as replaceable. This is not just in supermarkets alone - it is an issue that lies within large businesses across the country. The research suggests that the workingclass employment rights are at a low, zero-hour contracts are rising, and the employers are using their power over the workers’ rights. Reay uses Sports Direct as an example in her book and explains how they allegedly discriminate against their workers by paying them below the minimum wage and prevent them from taking short breaks. This shows that even in today’s society discrimination in the workplace is still an ongoing issue and the control over the working-class needs to be stopped.
In light of the evidence, it seems to be the white working-class boys who feel the most useless in the education system. Reay (2017, p.76) contends
‘aspects of education appear pointless and irrelevant, and there is extensive research documenting, in particular, white, working-class boys’ sense of futility in relation to formal, schoolbased learning.’ It tends to be that the working-class boys see themselves as powerless and worthless in the education system. The research suggests that everyone should go to school and feel valued, important and know that they have the right to the same education as every other person there regardless of their background, ethnicity, gender and race. They are at a disadvantage because they are persistent and multigenerational. This stereotyping could affect the individuality of the students now and in their future whilst all the time they are dealing with the continuous vision of failure that has been set out for them.
“Reay uses Sports Direct as an example in her book and explains how they allegedly discriminate against their workers by paying them below the minimum wage and preventing them from taking short breaks.”
Owen Jones notes that ‘The social problem that undoubtedly affects many working-class communities have come to define the ‘chav’ caricature’ (Jones, 2020, p.194). After discussing issues in education Jones looks at the issues faced by the working-class in wider society, highlighting that negative stereotypes can follow them throughout their lives, from education into the
“It tends to be that the workingclass boys see themselves as powerless and worthless in the education system.”
working world and beyond. Reay (2017, p.77) also discusses ‘the ridiculing of the white working classes through portrayals of ‘Chav’ culture’ which further shows society’s pre-existing views of the working classes are less than favourable. This inevitably creates a self-perpetuating cycle experienced by some working-class families, in which it is a rarity for them to be seen as ‘bettering themselves’, for example by attending further education. This derogatory language about the workingclass is still being used in society today to judge and stereotype people from their background. In the education system students from lower income families often face financial barriers that can affect their access to a good quality education including resources like books and sport equipment, extra curriculum activities, the quality of teaching due to challenging working conditions and limited college and career guidance.
“This … creates a selfperpetuating cycle experienced by some working-class families, in which it is a rarity for them to be seen as‘bettering themselves’, for example by attending further education.”
These findings from Reay are relevant to the education system today. Social class has a massive impact on the education outcome for all students and this affects their experience in the education system and their future. The working-class face disadvantages whilst they are in educational institutions whilst the middle-class students are at an advantage in education because of their social status and social environment. This is why the social class structure reproduces itself and the working-class tend to achieve lower than the middle-class. The middleclasses are more able to afford the school equipment and resources that are needed for their children to thrive in education, unlike the working-class. The middle-class have a better start in life and tend to end up being more qualified as adults. It is rare that social mobility changes for the working-class..
References
Diane Reay, Miseducation Inequality, Education and the Working Classes. Policy Press: 2017. Owen Jones, Chavs: The Demonization of the Working Class. Verso, 2011.
Future Contributors
Would you like to contribute to the Summer/Autumn 2025 edition of The Ed Stu?
If so, we would like to hear from you. Please contact Rosie Germain with your idea at germair@hope.ac.uk
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