X X It would be easier if everything was in one building
APPENDIX ONE – PUBLIC DOMAIN BRIEFING ONE Research Proposal
How does a secondary school support the emotional health and well- being of its pupils during, and following transfer from primary school? The Focus of the Research:
The advice given to schools relating to the ways in which they can promote the emotional health and well-being of their pupils, particularly after transition from primary to secondary school.
Pupils’ views relating to the ways in which their school does support, and could further support, their emotional health and well-being after transition from primary to secondary school.
Justification for the Research:
Fundamental Health (Children’s Services Network and Local
Government Information Unit, 2007): 10% of children aged between 1 and 15 have a diagnosable mental health problem at any one time, 20% in any given year. Many more children have less serious problems.
This research relates to current priorities in schools: Every Child Matters, National Healthy Schools Programme, ‘Healthy Minds,’ Ofsted (2005), ‘Promoting Children’s Mental health within Early Years and School Settings,’ DfES (2001).
Key Research Questions:
1. How can schools promote the emotional health and well-being of their pupils?
2. How can schools promote the emotional health and well-being of their pupils during the vulnerable period following transition from primary to secondary school?
3. How do the pupils who have recently transferred to Highlands High School feel their school supports their emotional health and well-being? 4. How do the pupils who have recently transferred to Highlands High
School feel their school could better support their emotional health and well-being?
Method:
A salutogenic, assets based approach, using focus groups and questionnaires to support the pupils of one secondary school to identify the ways in which their school does, and could further, contribute to their emotional health and well-being. The aim is to elicit the views of children and use these to plan positive changes.
Deficit Models Asset Models
Illnesses are identified and labelled.
Focus is on what makes people ill.
Professionals identify and fix problems.
Aim is to eliminate causes of illness.
Biomedical approach dominates.
Ethic of population health gain. Community is supported to
make positive changes. Individuals are supported to
identify and activate solutions. Participatory approach –
sustainable.
Social and environmental context is considered. Transition from Primary to High School
This is a vulnerable time for children’s mental health and emotional well-being.
Research has identified factors that promote and hinder successful transitions. For example, links between primary and secondary
schools, transition activities organised by secondary schools, academic activities and attainment, peer relationships and socio-cultural factors of gender, ethnicity and socio-economic status (Evangelou et al., DCSF, 2008).
Highlands High have developed a range of strategies for supporting pupils who transfer to their school from primary school. For example, Pebblepad project, transition mentors working in primary schools supporting Year 6 classes and small group work, transition mentors supporting groups and individuals in Year 7, taster days, transition blog.
Project Proposal
Phase Research planned Requirements of Highlands
1 Detailed review of the literature to identify the factors that promote and hinder
successful transitions.
Information to be gathered from Highlands High relating to their research into the
transition process for the current Year 7s.
- Meeting with transition mentors to detail current practice (first meeting: 17/10/08).
- Meetings with Julian Taylor to discuss Pebblepad project (first meeting: 15/10/08).
- Outcomes of school’s transition/Pebblepad questionnaire.
Time to meet Julian Taylor and transition mentors – October 2008
Access to outcomes of transition/Pebblepad questionnaire – November 2008
2 Focus groups with pupils (possibly identified by school as having had successful
and difficult transitions) to explore factors relating to emotional well-being: how do they feel school contributes towards their emotional well-being, how could it contribute further?
Groups to focus on key features of current advice to school:
- Every Child Matters (Be Healthy – support mental health). - National Healthy Schools Status (Identifying and supporting
vulnerable pupils, teaching social and emotional skills, working to combat stigma and discrimination, anti-bullying work,
promoting confidence and self-esteem).
- DfEE, 2001: ‘Promoting children’s mental health in early years and school settings.’ (Factors identified as influencing risk and resiliency - learning, behaviour, attitude, bullying, leisure
activities, communication skills, self esteem).
- Ofsted, 2005: ‘Healthy Minds: Promoting emotional health and well-being in schools.’ (Curriculum, culture, anti-bullying work,
Support in identifying pupils for focus groups and obtaining parental consent – November 2008
A room and time to conduct focus groups with pupils (possibly 4 groups of 6 pupils, one hour sessions) – January 2009
parental involvement).
3 A questionnaire to all Year 7 pupil which develops issues raised by
- Highland High’s research into transition, and
- the outcomes of the focus groups.
Time to administer
questionnaire to all pupils (possibly form time or PSHE ) – Summer term 2009
4 Feedback to school and support in planning future steps.
Benefits to school
Summary of research into factors that promote and hinder successful transitions.
Feedback about current transition process from current year 7 pupils, including the identification of factors they have found supportive and any additional support that they would like.
Feedback from pupils relating to wider emotional well-being issues amongst pupils.
Opportunity for Trainee Educational Psychologist to continue involvement through supporting the implementation of any projects as a result of feedback obtained from pupils.