‘If there’s going to be a subject that you don’t have to do …’ Findings from a mapping study of PSHE education in English secondary schools

Formby, Eleanor; Wolstenholme, Claire

doi:10.1080/02643944.2011.651227

Cited by 27 publications

(24 citation statements)

References 14 publications

(21 reference statements)

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“…The data sources used in the study are detailed elsewhere (Formby, 2011;Formby and Wolstenholme, 2012). In brief, the study utilised a nationally representative survey of 1540 English primary and secondary schools (with 22% and 34% response rates for primary and secondary schools respectively), alongside interview and other data gathered from case study visits to nine primary schools and five secondary schools.…”

Section: The Studymentioning

confidence: 99%

“…There are also perhaps even clearer potential links to be made with humanist theories. Formby and Wolstenholme (2012) There is clearly the potential for good quality PSHE in combination with SEAL and…”

Section: Conclusion -Valuing Pshe In New Timesmentioning

confidence: 99%

“…It focused on state-funded primary and secondary schools, and had two purposes. Findings relating to the first purpose -to map current practice and provision in relation to PSHE Education 1 and its elements 2 have been presented and discussed in previous issues of Pastoral Care in Education, in relation to primary schools (Formby, 2011) and to secondary schools (Formby and Wolstenholme, 2012). In this paper, we look to the second purpose, to examine effective PSHE provision.…”

Section: Introductionmentioning

confidence: 99%

“…Only one case study primary school identified consulting pupils as being important, but pupil focus group data showed the importance of taking account of pupils' views (see Formby, 2011 andFormby andWolstenholme, 2012 for more on this). Parental engagement and consultation were mentioned by three of the primary case study schools as important.…”

mentioning

confidence: 99%

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Effective PSHE education: values, purposes and future directions

Willis

Clague

Coldwell

2013

Pastoral Care in Education

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This article explores the perceived effectiveness of PSHE education in primary and secondary schools. It outlines the relationship between perceived effectiveness and a range of explanatory factors, linking these to the values and ethos of schools, differing views of the purposes of PSHE education, and longstanding policy agendas.We conclude by attempting to locate PSHE education in the new rapidly evolving policy context and discuss some potential ways forward as established means of support and challenge disappear.

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Section: The Studymentioning

confidence: 99%

Section: Conclusion -Valuing Pshe In New Timesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Effective PSHE education: values, purposes and future directions

Willis

Clague

Coldwell

2013

Pastoral Care in Education

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“…Recent evidence from schools in countries where personal well‐being teaching is underway highlights that making progress with the types of learning approaches is likely to be variable, at best, without further professional support for teachers. In England, Formby and Wolstenholme () found that secondary schools were frequently using discrete lessons and thematic days as teaching approaches rather than integrating well‐being with subject knowledge and pupils’ prior learning experiences. Moreover, along with Kidger et al ., (), Formby and Wolstenholme () found that teaching well‐being was sometimes viewed as more of an obstruction than a benefit to the academic life of the school and therefore of little, if any help, in raising pupil attainment.…”

Section: Educating For Well‐being: Improving Curriculum Planning and mentioning

confidence: 99%

Theoretical constructs of well‐being and their implications for education

Thorburn

2015

British Educational Res J

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In the broad area of moral philosophy, critiques of well-being values have notably increased since the 1980's. Often underpinning analysis are contrasting theories of well-being, e.g. subjective constructs that value highly reflections on personal experiences and individual fulfillment, and objective theories that emphasise more through specific criteria the societal benefits of well-being. Without detailed recourse to such theorising, education policy making has since the early 2000's onwards tried to tease out the relationship between thriving personally and showing moral integrity towards others via a number of rather superficial and dissimilar curriculum statements. The paper, in trying to improve coherence in this area, reviews contemporary critiques of well-being and argues that a hybridised mix of subjective and objective influences would, if referenced by pupils' own reflective informed thoughts and emotional needs, represent the most productive prospect for educationrelated developments. The priorities for achieving this form of progress begins by reviewing the main curriculum planning issues that merit analysis if well-being theorising is to more closely connect with educational gains. Thereafter, the main challenge discussed is how teachers can maximise the benefits of pedagogical practices in holistic learning environments where there are clear connections between well-being values, subject knowledge and pupils' previous learning experiences.

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Neoliberalism and School Education

Ingleby

2021

Neoliberalism Across Education

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‘If there’s going to be a subject that you don’t have to do …’ Findings from a mapping study of PSHE education in English secondary schools

Cited by 27 publications

References 14 publications

Effective PSHE education: values, purposes and future directions

Effective PSHE education: values, purposes and future directions

Theoretical constructs of well‐being and their implications for education

Neoliberalism and School Education

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