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How can school councils reduce violence in schools?

Is behaviour getting worse in schools? Do pupils treat their teachers and classmates with respect? Research published by ATL today suggests not, but school councils can provide learning on empathy, responsibility and improve relationships throughout the school.

The Association of Teachers and Lecturers (ATL) has found that a nearly a quarter of school and college staff have endured physical violence from a student.  87% have had to deal with disruptive students.

Poor behaviour in schools is a problem that must be addressed by the whole school community: staff, governors, parents and pupils.

School councils can be a focus for this, indeed, we see more and more school councils effectively promoting politeness and respect in their schools as well as setting up behaviour panels to deal with low-level disruption.

Pupils who are actively engaged in pupil voice projects learn how to empathise, problem-solve and act responsibly. So schools need to ensure that every pupil is engaged with these sorts of activities, whether it is through class councils, action groups or other structures.

Prof. Geoff Whitty’s 2007 research for the DCSF found that where school council had a particular focus on developing pupils’ social and emotional skills, 88% were effective.

School Councils UK’s research backed this up, finding that in most schools relationships between pupils and between pupils and staff had improved as a result of a focus on their school council.

So our formula for improving behaviour in schools is:

  • Set up whole school methods for discussion and action (e.g. class councils)
  • Ensure one of the foci is behaviour/relationships
  • Set up a sub-committee on behaviour/relationships that co-ordinates pupils, staff and parents to identify problems, find solutions, carry them out and evaluate them
  • Share your successes with us so we can give your good ideas to other schools

Easy, eh? Obviously not, so if you’d like to talk through how your school council could help improve behaviour in your school please give us a call on 0845 456 9428 or 020 7482 8915 or email asher@schoolcouncils.org.

Asher

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New head putting pupils first

A new head teacher has started at Douglas Academy, Milngavie and he has highlighted the importance pupil voice is going to play under his reign. He  even says that “pupils’ voice is as important as learning and teaching in the school.”

Full Story

Daisy

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How do teachers support non-traditional learning?

Results of a survey conducted by The Edge Foundation of 1,199 Teachers and 1,130 parents were released this week revealing a need to raise awareness and promote the value of vocational learning.

A massive 56% of teachers said that their knowledge of vocational learning was ‘poor’. The Edge Foundation claimed this to be “a real concern given young people rely on teachers for informed and impartial careers advice”. In addition to this the survey also revealed that only 8% said they have a poor understanding of university degrees.

Ensuring that all pupils have the opportunity for practical learning, through vocational courses and structures like school councils is essential for all students’ development.  Giving teachers the support and training that they need to engage students in this different way of learning needs to be a priority for everyone involved in education.

A key element of this work is to overcome the pigeon-holing of students. Where the people on particular courses or involved with certain activities all fit a certain ‘type’ success will always be constrained. We see that the most dynamic school councils are those that involve students with different strengths, interests, friendship groups and experiences of school.

School councils also offer a great head start for students who decide to progress to vocational learning, as they would have already learned and practiced project development skills and the success of working within a team.  The skills of problem-solving, analysis and research are equally valuable in academic subjects.

Daisy

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Social and emotional development in independent schools

http://sn.im/sedis [www_dcsf_gov_uk]

Ed Balls is looking into how independent faith schools are meeting the requirements for them to provide, spiritual, social and emotional development for their pupils.

Will they look into how many have school councils or other methods of whole-school pupil voice (still trying to find out what these are)?

It’d be very interesting to see if the different establishing principles of these schools helps or hinders participation.

I met a deputy head from an indepenedent Quaker school at training I was running for ASCL.  For them collaboration, democracy and participation were at the centre of their Quaker, and therefore their school, ethos.

Asher

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Premature Children to start school later.

I thought this was interesting regarding the primary review stating that they planned to have a single enrollment date for all children.

http://www.telegraph.co.uk/education/primaryeducation/4973031/Extremely-premature-children-more-likely-to-struggle-at-school.html

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More Young Mayors

http://www.communities.gov.uk/news/corporate/1172711

I know that we have had some contact with the Lewisham Young mayor and I think that it is really good that more people will get the opportunity to get involved. Also, I think it’s great that the importance of the views of young people are really being noticed and appreciated.

Daisy