bluuebunny/crossref_metadata_2025_split huggingface dataset:
Social and emotional learning: From individual skills to class cohesion
Authors: Dobia Brenda , Parada Roberto H. , Roffey Sue , Smith Madelaine 
Published: January 2023

AimTo evaluate the impact and process of introducing Circle Solutions (Circles) in six primary schools.RationaleMany frameworks for social and emotional learning (SEL) aim to develop individual skills. Circle Solutions is based on a collective approach with a specific pedagogy. This paper explores the impact that Circle Solutions have on belonging and inclusion.MethodTeachers in six primary schools were trained in Circle Solutions and asked to run the intervention once a week for up to six months, with three additional schools providing a waitlist control condition. A mixed-method approach was used to evaluate changes in pupils social-emotional skills, behaviour and connectedness. Five teachers completed the Teacher Attitudes to Social Emotional Learning survey (TASEL) prior to and following the intervention. 157 pupils completed a modified version of the California Healthy Kids Survey (CHKS) plus two open-ended questions.FindingsAlthough quantitative findings did not indicate statistically significant differences, qualitative responses suggested that the introduction of Circle Solutions increased inclusiveness and valuing of others, developed students’ emotional awareness, enhanced a positive sense of self and stimulated student engagement. Teachers increased their sense of efficacy for teaching social emotional skills and identified improvements in teacher-student relationships as well as in student confidence, peer relationships, empathy, kindness, and student engagement.LimitationsIssues with systemic implementation were identified.ConclusionCircle Solutions appears to have the potential to improve relationships, contributing to more connected and inclusive classrooms where children feel valued and appreciate others. Consideration needs to be given to sustainability and methodology in the evaluation of such programmes. There is a role for educational psychologists in establishing and supporting this intervention as happened throughout this study.
School belonging in adolescents: Exploring the associations with school achievement and internalising and externalising problems
Authors: Arslan Gökmen 
Published: January 2023

Aim(s)School belonging is critically important for both school-based outcomes and psychosocial adjustment of adolescents. The purpose of this study is to present further validation evidence for the School Belongingness Scale (SBS) and investigate the predictive effect of the school belonging on school achievement and mental health outcomes (i.e. internalising and externalising problems) in elementary school students.MethodParticipants included 223 students from a public elementary school in an urban city, Turkey (51.1 per cent female and 48.9 per cent male ranging in age from 10 to15 years (M = 12.09; SD = 1.03)).FindingsFindings of the study revealed that the scale had excellent data-model fit statistics, supporting the higher-order school belonging latent structure, comprising of two first-order constructs (i.e. social inclusion and exclusion), adequate–to–strong factor loadings, and adequate latent construct (H) and internal (α) reliability coefficients. Further outcomes indicated that school belonging had a strong predictive effect on school achievement, internalising and externalising behaviours among elementary school students.LimitationsWhile the study utilised a cross-sectional approach and is unable to provide causality, the preliminary findings have implications for schools and future research.ConclusionsThe study results provide further evidence supporting the impacts of school belonging in promoting youth academic functioning and mental health.
Fostering a sense of belonging at an international school in France: An experimental study
Authors: Dunleavy Gráinne , Burke Jolanta 
Published: January 2023

Aim(s)The sense of belonging is considered one of the basic human needs, supporting engagement in education and increasing wellbeing. Yet few studies have attempted to enhance levels of student belonging in school, which is what the current study aimed to do. The aim of this study was to examine the impact of a classroom-based, peer intervention to enhance students’ sense of belongingMethod/rationaleAn experimental study was carried out with 55 fourth and fifth grade students, aged nine to eleven, at an international school in France. Two measures were used: The Psychological Sense of School Membership (PSSM), which measured students’ sense of belonging, and the Multidimensional Students’ Life Satisfaction Scale (MSLSS) evaluating their life satisfaction. Data were collected from the experimental and wait/control group before, immediately post intervention and a month later.FindingsResults of the full-scale tests demonstrate statistically significant growth in mean values in both the PSSM school belonging measure and the MSLSS student life satisfaction measure. Statistically significant growth was also found when the peer group questions were separated from the overall scale, but not in the friendships’ subsection of the MSLSS.LimitationsFuture studies should consider a larger sample and an experiment with students from at least two schools.ConclusionsResults provided evidence for the effectiveness of an intervention to enhance school belonging and student life satisfaction.
My class needs my voice: The desire to stand out predicts choices to contribute during class discussions
Authors: Gray DeLeon L. , Yough Mike , Williams Wayne A. 
Published: January 2023

Aim(s)Across two studies, we examine links between students’ perceptions of the role of contributions to class discussions in helping them stand out, the importance they place on contributing, and the observed frequency of their attempts to contribute.Method/rationaleWe purposefully sampled pre-service teachers at a large university in the US. Two research assistants tracked pre-service teachers’ contribution attempts during in-class discussions. In study 1 (N = 164), mediational pathways were examined to understand whether and why students participated more during the semester when they perceived contributions as a means of standing out in class. In study 2 (N = 143), we administered a distinctiveness intervention to half of the participants at the beginning of the semester.FindingsResults of the first study revealed that participants who believed contributing to class discussions was a means to stand out placed higher importance on contributing and made more contribution attempts. Results of the second study revealed that the distinctiveness intervention positively influenced the number of contribution attempts made during large-group discussions.LimitationsWe did not assess whether participants exposed to the distinctiveness intervention shifted in their perceptions of the importance of recognising diverse students’ voices in their future k-12 classrooms.ConclusionsFindings support the proposition that a sense of belonging is not a passive, but rather an active process. This study demonstrates that one vehicle for satisfying belonging and identity needs is through contributions in the classroom.
Agency and belonging: What transformative actions can schools take to help create a sense of place and belonging?
Authors: Riley Kathryn 
Published: January 2023

AimSchools represent one of the few points of continuity and stability in the lives of many children and young people today. Yet for a growing number, schools are not places where they feel they belong. Using the conceptual filters of agency, trust and social capital, this article draws on findings from two qualitative research inqutiiries to ask: What transformative actions can schools take to help increase young people’s sense of place and belonging?Method/rationaleThe article synthesises findings from two studies about place and belonging - undertaken with a gap of some fifteen years - which involved ninety children and young people. Study 1 used a range of data gathering activities to find out the views of the young people. Study 2 drew on the traditions of collaborative research inquiry to engage the young people as student researchers. Using an educational design research to construct a common framework for analysis, the article offers a fresh perspective on how young people experience school-life, and on the relationship between the design of the research and its impact.FindingsThere are two key findings: (i) School cultures that foster trust and draw on the strengths of communities contribute to the development of young people’s sense of agency and belonging. (ii) Engagement in collaborative research inquiry about place and belonging helps develop that sense of belonging and is a powerful tool for positive school transformation.LimitationsThe analysis drew on two studies undertaken with a significant time gap.ConclusionsResearch inquiry can be constructed as an activity for collecting data to contribute to understanding, and/or as a transformative activity. Evidence indicates that a process of collaborative inquiry involving young people as student researchers can contribute to their sense of agency and belonging.‘When you come from somewhere very different, it’s important to feel welcomed.’ (student researcher)
Identifying barriers to and facilitators for educational inclusion for young people who offend
Authors: Twells Jenny 
Published: January 2023

Aim:The purpose of this study was to identify the reasons for educational underperformance amongst youth offenders and explore how to increase their successful participation and reintegration back into education. It also aimed to identify facilitators and barriers to inclusion and diversity at various systemic levels, such as society and education for this vulnerable group of young people.Method/Rationale:Educational outcomes for youth offenders are frequently poor at a time when qualifications and good literacy and numeracy skills are increasingly important for employment. This study retrieved the Youth Offending Service (YOS) data on the educational needs, uptake and provision of 283 youth offenders within one Local Authority (LA) and, through interviews with adult providers and young people, explored the barriers and facilitators for youth offenders’ engagement in education.Findings:The majority of those of school age (N=124) were educated at a Pupil Referral Unit (PRU), while the majority of those above school age (N=159) had no provision recorded. Of those of school age, 19 per cent had a Statement of Special Educational Needs recorded (now an Education and Health Care Plan, or EHCP), 33 per cent had no EHCP, and for 48 per cent this information was missing. Interviews with providers and young people identified a common thread relating to the importance of strong and stable relationships. Poor communication at all levels of the system was frequently cited as a problem, but where supportive networks existed, these facilitated positive educational outcomes.Limitations:The quantitative data describes a picture of high need but there is also a lack of available information in particular areas (such as where and if young people are in education).Conclusions:This study reinforces the idea that services can improve when there is a good and coherent professional system with effective working relationships, as these are key to supporting this vulnerable group of young people. The Educational Psychologist (EP) is well placed to provide a supportive role at all levels of the system, and to improve educational outcomes and inclusion for youth offenders.
Challenging transition: A socio-cultural understanding of career awareness and development for secondary students with disabilities
Authors: Yu Ting Iris 
Published: January 2023

AimThis paper aims to show the interaction between the young person, their family and the school, in the aspect of career awareness and development of young people with special educational needs (SEN).MethodThree students with SEN from one secondary school in Singapore participated in this study. A series of three interviews were conducted with students using educational journey mapping and photo/journal elicitation techniques to empower the students to share their experiences. Their families, teachers and other school personnel from the secondary school were also interviewed. The interview transcripts and other ethnographic data were analysed and thematically coded to arrive at both generalisable and individualised descriptions of the experience.FindingsThree metaphors were identified as a representation of each student’s lived experience in finding a suita-ble career, that is, ‘training for a triathlon’, ‘engaging in a tug-of-war’ and ‘performing a juggling act’. Work and volunteering experiences, selection of vocational studies, and planning ahead in vocational college were also identified as key areas of experience.LimitationsThis is an exploratory study that worked with a small number of participants. Therefore the findings will not fully represent the range of experiences currently faced by young people with SEN.ConclusionsThe ease of which the student participants were able to develop career awareness and goals were dependent on the collaborative efforts of both school and family settings. The study also showed the importance of listening to the voices of families and young people, and provides suggestions for practitioners working with families, schools and young people.
The practice of person-centred planning within transition person-centred reviews for young people with SEND at post-16 transition: Gains, barriers and challenges
Authors: Bason Louise 
Published: January 2023

Many professionals and families have expressed enthusiasm about annual reviews that implement a person-centred philosophy. Person-centred planning (PCP) has been perceived to facilitate a transition process, as well as supporting the key features of pupil involvement and family participation.This paper focuses on the way in which person-centred reviews (PCRs) support transition planning for young people with special educational needs (SEN) at post-16 transition. It looks at the literature to identify the main advantages, barriers and challenges of implementing PCRs. A multiple case-study design explores the process and features of PCRs for six pupils who attended post-16 provision within a special school in the North West of England. Thematic analysis of non-participant observation of PCRs, post-PCR questionnaires to professionals and interviews with the parents identified strengths, difficulties and limitations related to the implementation of PCRs.Evaluating the efficacy of PCP and PCRs has become important, but there is limited research that focuses on this. The study sought to determine key positive and challenging aspects of PCRs within a focus on transition from special school. The PCR served the main purpose of enhancing the involvement of external services that were perceived to be required to determine post-secondary destinations. The findings suggest that the school’s focus on the structural process of the PCRs and their delivery may supersede the wider notion of transition planning. The background and the skills of the PCR facilitator emerged as an important factor. The extent to which the PCR aids the formulation of transition goals and the achievement of a transition plan is discussed. Implications for educational psychology practice and the concept of transition-focused education are considered.
Teaching further education students the effects of naive realism, to support social development and mitigate classroom conflict
Authors: Smith Sam 
Published: January 2023

Aim(s)Naive realism is the false conviction that one perceives and responds to the world objectively or ‘as it is’ rather than subjectively through the lens of personal motives, experiences and expectations. The teaching of naïve realism to adults has evidenced increased perspective taking. The current research aimed to evaluate if this approach would be effective in supporting adolescents experiencing classroom conflict.MethodA critical realist approach was employed. Participants were a class of fifteen 16–19-year-old further education (FE) students and related academic staff. Students attended two one-hour lessons on naïve realism. Thematic analysis was conducted on pre- and post-teaching focus group data.FindingsPre-intervention, students identified feeling that others were acting belligerently and presenting inaccurate narratives, yet defended their own similar behaviour as routine. Unexpectedly, students also reported a conscious and purposeful use of naïve realism. Post-intervention, students and staff reported: substantial conflict resolution; improved abilities to perspective take, empathise and self-regulate; reduced fear of negative peer evaluation and anxiety; improved learning atmosphere and applications to the wider world. Novel findings include: the benefits of teaching as a whole-class approach; and how bias removal was insufficient to facilitate perspective taking in certain circumstances.LimitationsThe subjective and interpretative nature of the research methodology, small, all-female sample, and potential for social desirability bias, limit the transferability of findings.ConclusionsTeaching adolescents about the effects of naïve realism may have the potential to support wellbeing, relationships, attainment and transition to adulthood.
How does transition to secondary school influence home, school and community play?
Authors: Finney Rebecca , Atkinson Cathy , Barclay Mike , Tawil Ben 
Published: January 2023

AimThis study gathered views of 10 to 12-years-old pupils about their play experiences before and after transition to secondary school, comparing access to their right to play.MethodA multiple-case study design was used to gather views of six Year 6 primary pupils and six Year 7 secondary pupils living in the same community in the United Kingdom (UK). Six workshops, including a focus group, were conducted with each year group.FindingsQualitative data from both focus groups were analysed thematically, individually and across year groups. Findings indicated that temporal, spatial and psychological factors affected both Year 6 and Year 7 pupils’ play access. Year 6 pupils were more satisfied with their play opportunities and reported more time to play.LimitationsThe small-scale size of this study limits drawing conclusions. Data were collected in the summer term and therefore the weather and point in the school year may have been influential.ConclusionsFindings suggested that, for the pupils involved, play opportunities appeared to decrease upon transition to secondary school. It is therefore important that barriers to play across age groups are considered and addressed, to ensure that all children can realise their right to play. Educational psychologists (EPs) can raise awareness of the benefits of play and the potential impact of limited play opportunities for older children.
Using a cross-cultural conception of play to explore the perspectives of parents of Somali heritage and primary school practitioners in an English primary school
Authors: Bishop Elizabeth 
Published: January 2023

AimThis research explored perspectives of play according to parents of Somali heritage and primary school practitioners, in an English primary school. At its core, it aimed to investigate the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children. The broader contentious concern of the role of play in early years and primary education was also explored.MethodFocus group discussions drew on cross-cultural conceptions of play, to explore how parents of Somali heritage children and primary school practitioners perceive the relationship of play to children’s development and learning, with consideration for their own experiences of childhood.FindingsFocus group data were analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this research highlight shared and individual definitions of play, competing benefits of play, and the importance across cultures of play being intrinsically motivated.LimitationsA small sample of participants is represented and all participants were female.ConclusionsImplications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service, and policy level.
Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs
Authors: Hobbs Laura , Hartley Calum , Bentley Sophie , Bibby Jordan , Bowden Lauren , Hartley Jackie , Stevens Carly 
Published: January 2023

AimTo gain practice-based insights, we evaluated outcomes from a science-themed Minecraft Club for children with Special Educational Needs over a four-year period. Science topics were introduced, followed by themed building in Minecraft in a multi-player setting. Particular focus was placed on the benefits of playing a shared-interest game in a social and educational context.MethodsMixed-methods interviews and surveys were used to gather feedback from children attending the club and their accompanying caregivers. Inferential statistics assessed the influence of individual differences and club attendance time on responses.FindingsChildren consistently enjoyed attending the club and most felt that they had developed their scientific knowledge. Social-communication skills and confidence were also positively impacted, as reported by both children and caregivers. The accepting and inclusive nature of the club was of high value.LimitationsSample sizes and data collection methods were necessarily restricted and mainly qualitative due to the purpose of the club and the nature of the attending cohort. However, valuable insights were gained from respondents.ConclusionsBoth children and caregivers communicated that Minecraft Club succeeds in providing a context through which children can develop social and communication skills, build confidence, make new friends, and learn about science. These insights have important implications concerning the potential social and educational benefits of Minecraft for children with Special Educational Needs, and the value of extra-curricular clubs that provide safe and supportive spaces for children to thrive.