bluuebunny/crossref_metadata_2025_split huggingface dataset:
Establishing the effectiveness of a gratitude diary intervention on children’s sense of school belonging
Authors: Diebel Tara , Woodcock Colin , Cooper Claire , Brignell Catherine 
Published: January 2023

Aim:The promotion of wellbeing in schools using evidence-based interventions from the field of positive psychology is a growing area of interest. These interventions are based on the principle that sustainable changes in wellbeing can be achieved through regularly engaging in simple and intentional activities. This study examines the effectiveness of a school-based gratitude diary intervention to promote school belonging for primary school aged pupils (age range 7 to 11 years).Method:The intervention took place in a one-form entry primary school for four weeks and involved participants writing a diary about things that they were either grateful for in school that day or about neutral school events.Findings:Participants who completed the gratitude intervention demonstrated enhanced school belonging and gratitude relative to the control group, although this was moderated by gender with the gratitude diary showing clearer benefits for males. Increases in gratitude were positively correlated with increases in school belonging.Limitations:The lack of a follow-up measure meant that it was not determined whether positive outcomes were maintained. Participants’ diary entries were not analysed for content.Conclusions:The findings extend the evidence base concerning the use of gratitude diaries with children and indicate that this intervention can be beneficial for children younger than research has previously demonstrated. This study also illustrates how a gratitude diary intervention can be used to build social resources and makes a novel connection between gratitude and sense of belonging. Implications for how this simple intervention has the potential to have a systemic impact on the wellbeing of pupils and staff are discussed.
Building a case for whole-child, whole-school wellbeing in challenging contexts
Authors: Roffey Sue 
Published: January 2023

There is a sometimes a mismatch between the public outcry and sympathy for the adversities children and young people experience, concerns about deteriorating mental health, and what happens in schools when children present with challenging behaviours. This review and discussion paper builds a case for actively promoting protective factors when behaviour is challenging, so that school experiences do not mirror or embed negative life experiences for vulnerable pupils, in effect handing them a ‘double whammy’. The first section provides information on diverse adversities that children in the UK may be experiencing and the impact of these on mental health, learning and behaviour. The second summarises research on resilience and the protective factors that counter the impact of adversity, especially within the school context. The third explores a range of paradigms in addressing challenging behaviours and ways in which these might provide opportunities for enhancing resilience.Throughout the paper the role of the educational psychologist is addressed, looking at what is already being done to support vulnerable young people, their teachers and families. The final section considers how this role might be expanded to incorporate promotion of a pro-active, universal, wellbeing framework in education for both mental health and behaviour.
Research methods for children with multiple needs: Developing techniques to facilitate all children and young people to have ‘a voice’
Authors: Hill Vivian , Croydon Abigail , Greathead Scot , Kenny Lorcan , Yates Rhiannon , Pellicano Elizabeth 
Published: January 2023

Aim:This study aimed to investigate the experiences of children and young people being educated in residential special schools, with a particular focus on how their rights and wellbeing were being promoted by their schools.Method:The study was conducted using participatory research principles and aimed to develop techniques and approaches that would support the inclusion of all children.Findings:The findings indicated that the techniques developed during this study helped to provide insight into the experiences of pupils with a wide range of special needs, and facilitated their voices. The piloting of a method that integrated ethnographic observation techniques with checklists adopted from the SCERTS framework (developed by Prizant and colleagues) provided important insights into the experiences and preferences of children with the greatest learning and communication needs, and is an approach worthy of further development.Limitations:The study was conducted over a very short time frame, one academic term, which influenced the time available to refine techniques and work with our young researchers’ group. Whilst every residential special school in England was invited to participate, the sample was based on those schools that volunteered, many with good and outstanding Ofsted ratings. Therefore, the sample may not be fully representative of the range of experiences provided by residential special schools in England.Conclusions:The development of specific techniques to facilitate an understanding of the views and experiences of children who experience significant challenges in communication is possible. The knowledge, skills and expertise of educational psychologists and other professionals can be harnessed to respond creatively to this challenge and it is important to acknowledge the reciprocal value of professional practice and research skills.
Fostering self-regulated learning: From clinical to whole class interventions
Authors: Hessels-Schlatter Christine , Hessels Marco G.P. , Godin Harmony , Spillmann-Rojas Hildalill 
Published: January 2023

Aim:We describe the theoretical model underlying our interventions in metacognition and self-regulated learning (SRL). Our studies are the only ones in which all SRL components are trained in various learning domains and transfer between these domains is explicitly addressed, and that use both offline and online measures to evaluate the effects of the intervention.Method:Pre-experimental and quasi-experimental studies in regular classes were conducted. Offline and online measures were used to evaluate the effects of the interventions.Findings:Self-regulated learning can be enhanced in students with learning difficulties and intellectual disabilities, as well as in typically developing students. Improved SR behaviours are accompanied by improved academic performance.Limitations:Typical problems associated with data collecting using questionnaires (offline) were encountered. On the other hand, online measures require an important investment of resources. Therefore, the number of participants was limited in the observational studies, which makes generalisation more difficult. Furthermore, it must be acknowledged that quasi-experimental studies are difficult to realise in a natural context.Conclusions:Interventions based on metacognition and self-regulated learning can be effectively implemented in various natural settings. The results of our first series of studies are very positive, but more studies with control groups and delayed post-test to assess maintenance of the learned skills are needed.
Mathematics, mastery and metacognition: How adding a creative approach can support children in maths
Authors: Bonnett Victoria , Yuill Nicola , Carr Amanda 
Published: January 2023

Background:Children who hold an incremental view of ability show greater perseverance, improved help-seeking skills and are better able to cope with unexpected challenges. Classroom instruction can influence how children view themselves as learners.Aim:To explore how mastery-orientated classroom instruction, collaborative learning and metacognitive reflection can foster learners’ attitudes to their task performance. We hypothesised that using a mastery-oriented approach within a mathematics curriculum encourages metacognition, improves motivation and helps children achieve an underlying understanding of mathematical concepts thus improving mathematics performance.Method:This paper reports an 11-week project aiming to embed problem-solving strategies within a mastery-oriented whole-class environment. Children completed pre- and post-task semi-structured interviews and maths problems in addition to the 11-week collaborative maths project. Participants were 24 children from a rural primary school in East Sussex, 12 boys and 12 girls (mean age 8 years and 9 months). The interviews are presented qualitatively and a repeated measures analysis of variance on mathematics motivation and performance was conducted.Findings:The learners showed increased metacognitive reflection on learning strategies as well as increases in girls’ motivation for mathematics.Limitations:This is a small sample size and, being conducted within a typical everyday classroom, there were several uncontrolled variables. Although change was evident in both attitude and maths scores, it was difficult to apportion added value to the different variables contributing to the change in maths scores.Conclusions:Challenging children’s perceptions of mathematics encouraged greater self-reflection and increased motivation for girls.
Developing school practice in preparing students for high-stake examinations in English and Mathematics
Authors: Flitcroft Deborah , Woods Kevin , Putwain David 
Published: January 2023

Aims:The present research aims to allow teachers to utilise feedback from their students to reflect upon their current and future practice in preparing students for high-stakes examinations.Method:This study engaged teachers of pupils aged 11–16 years old (high school) as participants, affording the opportunity to reflect on their current practice in light of feedback from their students. The research was carried out as a single embedded case study within a secondary school, progressing through three phases: initial focus group of six English and Mathematic teachers teaching high-stake examination programmes to students age 14–16; interviews with 10 students selected from the teachers’ classes; follow-up focus group with teachers.Findings:The research found that students preferred motivation-intentioned language which provided personalised and individualised advice. The research found a link between what students perceived to be motivational and the changes that teachers were able to envisage for future practice, indicating that teachers were able to learn from their students.Limitations:The limitations of the study are the small sample size and focus on English and Maths lessons.Conclusions:Teachers were able to reflect upon their own practice in light of student feedback and from this were able to consider positive-teacher and whole-school behavioural changes.
How educational professionals can improve the outcomes for transgender children and young people
Authors: Bowskill (nee Holdsworth) Tabitha 
Published: January 2023

Aims:Increasing numbers of children and young people are identifying as transgender and so there is a growing need for guidance in this area for educational professionals. The current lack of research and knowledge can lead to negative consequences for the young person (Case et al., 2009). This piece of research looked at how educational professionals can improve outcomes for transgender children and young people.Method:Twenty-five semi-structured interviews were undertaken. The participants were transgender adults and professionals that have worked with transgender young people. Grounded Theory was used as the approach to collect and analyse the data.Findings:A theory was developed that helped show what influences the outcomes of transgender students in educational settings. Specific recommendations as to the type of knowledge educational professionals need, the resources required for stakeholders and the type of response the setting needs to undertake were suggested.Limitations:Transgender youth were not able to be consulted regarding this piece of research due to restrictions by the ethics committee. This is an area that is in need of further exploration.Conclusions:Educational settings need to have a greater understanding of gender. This reduces gender stereotyping and reinforcement of a gender binary. Training for staff was felt to be instrumental in ensuring an appropriate response and therefore better outcomes for the pupil. Specific recommendations included use of appropriate language, having an individualised and flexible approach, use of a proactive response, as well as many practical recommendations to ensuring a trans friendly educational environment. Specific considerations for Educational Psychologists (EPs) were also explored.
Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education
Authors: Arishi Latif , Boyle Christopher , Lauchlan Fraser 
Published: January 2023

Aim:The contribution of this paper to this ongoing debate, is to interrogate the discourse of labelling by critically analysing its role in inclusive and special education.Rationale:Labels have a strong tradition of orchestrating educational inequity. In response, recent debates about the concept of labelling have focused on whether the use of labelling in inclusive and/or special education has an equality potential or indeed threatens the quality of education provided to students with diverse needs.Findings:The difficulty with labelling is that it is fraught with political, psychological and ideological ambiguities that permeate the well-intentioned efforts of providing education to students with disabilities. Labelling also carries considerable historical beliefs that saturates policy, professional, and institutional practices.Limitations:This article is a position piece which has put forward an argument based on available evidence. However, as with all non-empirical articles it is limited to the quality of the articles which are cited by the authors and it may not reflect the breadth of available articles on this subject area.Conclusions:Therefore, understanding how labels promote, or impede, the quality of special and inclusive education within international contexts is essential for developing realistic innovations in policy and practice to enhance educational outcomes for all.
Improvements in parenting achieved with innovative online programme: Preliminary evaluation of ‘Understanding Your Child – Online’ (UYC-OL) – A Solihull Approach course for parents and carers
Authors: Johnson Rebecca 
Published: January 2023

The AimEvidence shows that, along with other variables, the parenting environment contributes significantly to the educational attainment gap. Whilst ‘face-to-face’ parenting programmes have been shown to be effective, very few studies have examined online models of delivery. Questions to be addressed, therefore, include establishing if widely available online courses enhance parent-child relationships and provide a foundation for learning. The present study examines the efficacy of an 11 module online course about children aged 0–18 years based on the Solihull Approach theoretical model.MethodA between subjects, repeated measures design was used. The scores of 115 self-referred parents/carers were compared before and after completing Understanding Your Child – Online (UYC-OL) between 2013–2015 on the Child-Parent Relationship Scale (CPRS). Paired samples t-tests were performed and Cohen’s d was used to determine effect sizes.ResultsHighly statistically significant improvements were found. Closeness within the parent-child relationship significantly increased (p=<0.0001); whilst conflict significantly decreased (p=<0.0001). Effect sizes were large (d =0.61 and 0.78 respectively).LimitationsThe study provides preliminary evidence only. Demographic information, multiple measures and comparison groups were sacrificed in favour of accessibility and participant engagement.ConclusionThe Solihull Approach online course appears to offer an effective option for enhancing universal parent-child relationships. The implication is that it should be included in population based strategies for increasing resilience, reducing the impact of adverse childhood experiences (ACEs) and closing the attainment gap.
Closing the vocabulary gap in early years: Is ‘Word Aware’ a possible approach?
Authors: Moran Ellen , Moir Joanna 
Published: January 2023

AimThis study reports on an initiative to promote vocabulary development within three nurseries serving an area with high levels of multiple deprivation. Focusing on the use of books as a mechanism to introduce and extend children’s vocabulary, early years practitioners were trained and coached in the methodology of ‘Word Aware’. Concurrent efforts to engage parents in their children’s learning included the use of text alerts and information leaflets.MethodEach nursery identified a children’s book to use as the focus for learning over a 4 week period. During this time staff were coached and supported as they put into practice the methodology of ‘Word Aware’. Four words from each book were selected and formed the basis around which learning opportunities were planned and delivered. These words formed the basis of the baseline and follow-up assessment with children.ResultsA bespoke vocabulary measure was used to collect data on children’s word knowledge pre- and post-intervention (N=91) and showed a statistically significant improvement at post-intervention follow-up. Feedback from nursery staff and parents showed very positive impact of the approach.LimitationsLimitations of the research include the relatively small sample size and the short-term nature of the intervention. The robustness and reliability of the bespoke measure of vocabulary alongside the differing difficulty level of words chosen by each nursery are also limitations to be considered.ConclusionsThe use of ‘Word Aware’ shows promise as an intervention in increasing children’s vocabulary. The use of text alerts to encourage parental engagement in learning warrants greater use by educational establishments.
What impact has the Educational Psychology Service had on the implementation of restorative approaches activities within schools across a Scottish Local Authority?
Authors: Moir Taryn , MacLeod Sue 
Published: January 2023

AimEducational Psychology Services (EPS) have played a key role, alongside our partners, in the training and implementation support of restorative approaches (RA). This article aims to investigate the impact EPS has had on the implementation of RA activities across North Ayrshire Council (NAC) schools.RationaleThe rationale for this study was to measure the influence that the training in RA, and supporting activities provided by the EPS and our partners, had on the day-to-day practice within NAC schools.MethodsFrom October 2015 until January 2017 a total of 50 primary schools and nine secondary schools had senior school management representation on a two-day RA ‘Training for Trainers’ and a half-day follow-up recall session aimed at supporting the creation of individualised and context-based implementation plans. Subsequently, schools were offered opportunities for follow-up implementation support; these have been employed in a variety of different contextually appropriate ways.FindingsPrimary instrumentation using questionnaires based on Thorsbourne’s (2013) model of implementation revealed quantitative data suggesting that schools have achieved levels of implementation to varying degrees (78 per cent first order change, 55 per cent second order change, 40 per cent third order change). Triangulation with three other secondary data sources is indicative of an increased number of staff having restorative conversations, and of ongoing embedding of RA in schools.ConclusionsThe benefits of partnership work, authority strategic support and flexibility of within-school implementation planning are recognised. Challenges to implementation, next steps and the unique role of the educational psychologist are also discussed.
Developing a trauma-informed approach to closing the poverty-related attainment gap
Authors: Taylor Lesley , Barrett Whitney 
Published: January 2023

AimThe development of a trauma-informed approach to closing the poverty-related attainment gap called Readiness for Learning (R4L). This is a project funded by the Scottish Attainment Challenge (SAC). This paper reports on a strand of the intervention that took place in two Primary One classrooms over the academic session 2017/18.MethodThis part of the project involved making changes to the learning environment and presentation of the curriculum, taking into greater account the developmental stage of children entering formal schooling. A selection of both qualitative and quantitative measures were completed throughout the year.FindingsThese indicated that pupils made significant gains in their executive function abilities, as measured using the Neurosequential Model Mini Map.LimitationsThe limitations of this study included the lack of a matched control and the potential confounding effect of co-occurring interventions. Longer term evaluation and follow-up with the cohort is planned to gather evidence of ongoing impact and attempt to address some of the limitations identified.DiscussionResults will be discussed both in relation to pupil outcomes, as well as the wider involvement that the Educational Psychology Service (EPS) can have in relation to local authority policy and practice.
Assessing perceived school support, rule acceptance and attachment: Evaluation of the psychometric properties of the School Belonging Scale (SBS)
Authors: Parada Roberto H. 
Published: January 2023

AimTo evaluate the psychometric properties of a new measure of school belonging.RationaleThe sense of belonging to the school (organisation) as opposed to individuals within a school (peers) plays a significant part in pupils’ behaviour and wellbeing. To date, few psychometrically robust, theoretically driven and brief scales exist. Consisting of only 12 items, the School Belonging Scale (SBS) was developed to assess three theoretically derived aspects of school belonging: attachment or bonding to school, acceptance of rules, and perceived school support.MethodA total of 3522 (42.9 per cent male) pupils in Years 7 to 11 from 6 metropolitan private schools in Sydney, Australia participated in the present study. Participants ranged from 11 years to 17 years of age (M=13.8, SD= 1.4). The data collected from the participants was used to assesses the SBS’s reliability and Confirmatory Factor Analysis (CFA) was used to assess its factor structure. Additional tests of factorial invariance were also carried out to test the validity of the measure across boys and girls.FindingsInternal consistency estimates were very good to excellent. Results of the CFA indicated that all three factors were well defined. Invariance testing showed that the SBS is invariant across boys and girls.LimitationsParticipants were from private schools; other limitations are discussed.ConclusionsThe SBS is reliable and applicable to both males and female pupils. It can be used as a brief assessment for school belonging in research, intervention development, and evaluation.