Teachers and pupils under pressure: UK teachers’ views on the content and format of personal, social, health and economic education

Davies, Emma; Matley, Fiona

doi:10.1080/02643944.2020.1713868

Cited by 7 publications

(4 citation statements)

References 31 publications

(31 reference statements)

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“…However, as PSHE resources suggest that harm reduction should be taught if the curriculum resources are followed, as well as skill-based and affective intervention elements (Faggiano et al , 2008), it is likely that the issue lies in the implementation of the prevention education, which echoes findings from Stead et al (2010) and Waller et al (2017). Davies and Matley (2020), Stead et al (2010) and Waller et al (2017) all highlight lack of teacher training and inappropriate or lack of resources as negatively influencing implementation of prevention education. The PSHE Association (2015) attribute this in part to the non-statutory status of PSHE.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, the PSHE Association (2015) argue that it has not been held to the same rigorous standards as other subjects. With no central curriculum for PSHE education, the drug education young people receive varies greatly between schools (Davies and Matley, 2020; PSHE Association, 2016). Similarly, several systematic reviews highlight a number of different approaches to drug prevention education (Agabio et al , 2015; Demant and Schierff, 2019; Faggiano et al , 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Stead et al (2010) andWaller et al (2017) Davies and Matley (2020),Stead et al (2010). andWaller et al (2017) all highlight lack of teacher training and inappropriate or lack of resources as negatively influencing implementation of prevention education.…”

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confidence: 99%

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University students’ experiences of recreational class a drug taking and perspectives on personal, social and health education (PSHE) drug education

Scott

Oliver

2022

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Purpose Research suggests that student drug use is substantially higher than that of the general population and while the UK Government’s current Drug Strategy emphasises the importance of PSHE in preventing young people from becoming drug users, there is a lack of research investigating the longer-term effectiveness of drug prevention education, and students’ views using qualitative methods. The purpose of this paper is to gain a holistic understanding into university students’ lived experiences of recreational class A drug taking and the drug education taught in English secondary schools. Design/methodology/approach Five interviews with university students were undertaken and thematically analysed using an ideographic case study approach alongside a qualitative content analysis of publicly available drug education resources and policy documents. Findings The normalisation of drug taking at university and social micro-pressures to assimilate group norms were key contributing factors to participants’ drug use. While the content of drug education in PSHE is grounded in theory, its implementation is not. Originality/value This study extends upon existing theories of normalisation of drug use at university through the concept of micro-pressures to offer an explanation of the process by which students assimilate group norms through the implicit threat of not fitting in.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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University students’ experiences of recreational class a drug taking and perspectives on personal, social and health education (PSHE) drug education

Scott

Oliver

2022

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“…In this regard, Rouse and Hadley [29] identified that staff only evaluate themselves according to the children's academic performance, failing to account for the love and caring that they provide at the practical level. Scholars have also pointed out that burnout, high-stress levels, and turnover are general issues facing ECEC [30] and the numbers of staff affected by these issues have increased recently within the UK [31,32]. At the same time, the inclusion of all children means staff must adapt their pedagogy, content, and methods to the needs of each individual student, making it an essential part of the staff's working agenda [17].…”

Section: Introductionmentioning

confidence: 99%

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

et al. 2023

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Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition.

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The Effectiveness of School-Based Mindfulness and Cognitive Behavioural Programmes to Improve Emotional Regulation in 7–12-Year-Olds: A Systematic Review and Meta-Analysis

et al. 2023

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Objectives Though findings have been mixed, some primary or elementary school-based mindfulness and cognitive behavioural interventions have been shown to improve aspects of emotion regulation. Age is suggested as a potential mediator but previous reviews have not addressed this comprehensively, making evaluation of impact unclear. The current review brought together the evidence surrounding the impact of mindfulness-based interventions (MBIs) or cognitive behavioural interventions (CBIs) on emotion regulation in children aged between 7 and 12 years. Method Databases (British Education Index, Child Development and Adolescent Studies, CINAHL, Education Source, ERIC, MEDLINE, PsycINFO, PubMed, SAGE, Web of Science) were searched for published and unpublished randomised controlled trials evaluating the effect of primary school-based MBIs (n = 18) or CBIs (n = 12) on measures of emotional awareness, modulation and expression. Results Analysis of the MBIs in this review indicated a significant improvement in emotional awareness, an increase in positive emotions and a reduction in depression. Sub-analyses found an effect of age, duration and universal delivery for MBIs. Analysis of the CBIs indicated significant improvement in child negative expressive behaviours as reported by parents. Risk of bias was low across domains of incomplete outcome data and selective outcome reporting but was unclear in other domains. Conclusions Evidence from the MBI studies suggested that universal interventions with a shorter duration had more significant effects, particularly for 10–12-year-old participants. Future research should investigate programme design features and the suitability of content and skill-focus for different age groups, employing qualitative techniques for analysis. This could lead to reconsideration of typical intervention formats for primary school children. Pre-registration PROSPERO #CRD42019139283.

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Teachers and pupils under pressure: UK teachers’ views on the content and format of personal, social, health and economic education

Abstract: Statement of contribution: ELD conceived the idea for the paper and designed the survey. FM collected and analysed the data. ELD drafted initial versions of the manuscript.

Cited by 7 publications

References 31 publications

University students’ experiences of recreational class a drug taking and perspectives on personal, social and health education (PSHE) drug education

University students’ experiences of recreational class a drug taking and perspectives on personal, social and health education (PSHE) drug education

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

The Effectiveness of School-Based Mindfulness and Cognitive Behavioural Programmes to Improve Emotional Regulation in 7–12-Year-Olds: A Systematic Review and Meta-Analysis

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