Inclusion, Law and Policy

The reason for the study is to explore how education systems can become more inclusive and equitable by drawing on international experiences. The study examines the challenges faced by schools in including all learners, particularly marginalized groups, and highlights the policy and practice shifts needed to address these issues. It aims to provide a framework for promoting inclusion by identifying barriers, supporting school-level reforms, and encouraging collaboration among stakeholders.

The International Move Towards Inclusive Education

International initiatives like UNESCO’s Education for All and the Salamanca Statement (1994) have emphasized the need for inclusive education, arguing that mainstream schools should accommodate all learners, especially those with disabilities.  Inclusive education is supported by educational, social, and economic arguments, with research showing that it not only improves learning for all students but also helps create a more just and cost-effective education system. Despite global support for inclusion, many education systems still struggle with practical implementation, as they often lack clear policies, necessary resources, and teacher training to effectively support diverse learners.

A Whole-Systems’ Approach is Needed to Ensure That a School is Inclusive

The study used a qualitative research approach, drawing on international case studies and previous research to examine inclusive education policies and practices. It analyzed successful strategies and challenges from different countries to identify key factors that promote inclusion and equity in education. The study also proposed a whole-system framework to guide policy and practice improvements​ The study found that successful inclusion and equity in education require system-wide reforms that address policy, school culture, and teaching practices.

Countries that have made progress, such as Italy, Finland, and Portugal, emphasize clear policies, teacher training, and strong collaboration between schools and communities. A whole-system approach—where schools, policymakers, and communities work together—is essential for overcoming barriers to inclusion. The study also highlights the need for evidence-based strategies, teacher support, and leadership committed to fostering inclusive learning environments. Ultimately, achieving true inclusion requires rethinking education systems to ensure that all students, especially marginalized groups, can fully participate and succeed​.

A Culture of Collaboration Needs to be Fostered in Schools

The discussion emphasizes that achieving inclusion and equity in education requires a system-wide approach that goes beyond individual schools and involves policy changes, teacher training, and community engagement. Successful countries have demonstrated that clear policies, collaborative practices, and data-driven decision-making are key to overcoming exclusion and improving student outcomes. The study also highlights that inclusion should not be seen as merely integrating students with disabilities but as a broader commitment to addressing all forms of educational marginalization. Additionally, teacher and school leadership support play a crucial role in driving inclusive practices, and fostering a culture of collaboration among educators, policymakers, and communities is essential for sustainable change.

Notable Quotes: 

On the need for systemic change: “The move towards inclusion is not just about integrating students with disabilities but about transforming education systems to serve all learners.”​ . On the role of teachers: “Teachers are at the heart of inclusive education, yet many feel unprepared due to a lack of training and support.”​ . On the benefits of inclusion: “Inclusive schools do not just benefit marginalized students—they create better learning environments for everyone.”​

Personal Takeaway: 

Achieving inclusion in a school requires the effort of everyone involved in the school, including students, parents, teachers, administration and all staff. Everyone plays a part and they have to be unified in their vision. As the study mentioned, this vision will benefit not only students with learning differences, but everyone will benefit from this mindset.—Shekufeh

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587

Learning Environment.

Metacognition

The purpose of this study was to conduct a scoping review of the literature on ‘productive struggle’ in mathematics education. The review aimed to quantify the breadth and depth of existing research on this concept, address gaps in understanding its operationalization and implementation, and explore its potential to foster equity in mathematics learning. Specifically, the study sought to assess how productive struggle supports learning by examining its connections to attribution, metacognition, and controlled frustration.

The Importance of Productive Struggle

The study emphasizes that most research on productive struggle in mathematics education has concentrated on in-service and pre-service teachers rather than students. This is significant because understanding how students experience productive struggle is essential for improving learning outcomes and effectively operationalizing the concept in classroom settings.

Despite the growing body of literature, only 4 out of 45 studies explicitly addressed equity in mathematics education. This highlights a substantial gap in understanding how productive struggle can be leveraged to foster inclusive and equitable learning environments—an important area for further investigation.

The Focus Needs to Be on the Student Experience of Productive Struggle

The study was conducted as a scoping review, systematically searching databases like Google Scholar and EBSCO for peer-reviewed literature on productive struggle in mathematics education from 2011 to 2020. After screening 76 initial records, 45 studies were included and categorized by methodology, participant type, grade level, and connections to cognitive constructs such as attribution, metacognition, and frustration. This process revealed gaps, including limited student-focused research and inconsistent operationalization of productive struggle.

The review found that while research on productive struggle in mathematics education has expanded, it remains shallow in several key areas. Most studies focused on in-service and pre-service teachers rather than students, limiting insights into how students experience and benefit from productive struggle. Additionally, there was inconsistency in how productive struggle was defined and applied, with many studies relying on qualitative or non-empirical methods. Few studies addressed equity in mathematics education, underscoring a critical gap in understanding how productive struggle can foster inclusivity. Overall, the study stressed the need for more rigorous, student-focused, and equity-centered research to improve the effective implementation of productive struggle in classrooms.

The Relationship Between Attribution, Metacognition, and Frustration Is Critical for Productive Struggle

The absence of a clear, consistent definition and operationalization of productive struggle complicates efforts to measure and compare its effects across studies. Developing robust frameworks for its implementation is essential to advancing research and practice.

While many studies focus on teachers, understanding students’ perspectives and experiences with productive struggle is crucial to fully realizing its potential to improve learning outcomes.

There is a notable gap in research on how productive struggle can promote equity in mathematics education. This highlights the need for studies that prioritize diverse and inclusive classroom practices, ensuring all students benefit from this approach.

The relationship between attribution, metacognition, and frustration is vital for productive struggle. Future research should explore how these constructs interact to create optimal learning environments.

Quotes

Effective mathematics teaching uses students’ struggles as valuable opportunities to deepen their understanding of mathematics. Students come to realize that they are capable of doing well in mathematics with effort and perseverance in reasoning, sense-making, and problem-solving”.

The productive struggle is the process of engaging with challenging tasks or problems that require effort, critical thinking, and persistence to solve. It involves encountering obstacles, making mistakes, and experiencing a level of cognitive discomfort while actively working towards a solution.

 At the heart of the productive struggle construct is the importance of challenging students and encouraging them to struggle. The importance of challenge and frustration is evidenced by the many references to effort, persistence, and perseverance within the active definitions of the productive struggle.

Personal Takeaway

I appreciate how this study focuses on mathematics and emphasizes the role of productive struggle in deepening mathematical understanding. The study effectively highlights that frustration is an inherent part of productive struggle, serving as both a challenge and an opportunity for growth. When managed appropriately, moderate frustration levels can lead to a deeper understanding, greater resilience, and a stronger sense of accomplishment.

Young, J.R., Bevan, D., & Sanders, M. (2024). How productive is the productive struggle? Lessons learned from a scoping review. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 12(2), 470-495. https://doi.org/10.46328/ijemst.3364

Professional Learning

While integrated leadership is a well-researched field, most studies focus on its impact on student achievement and often overlook its relationship with instructional practices. This study examines the moderating role of transformational leadership (TL) in the relationship between instructional leadership (IL) and teacher practices, focusing on teacher professional learning (TPL).

The Role of an Instructional Leader

Instructional leadership (IL) involves guiding a school’s vision with a focus on student learning, coordinating curriculum, monitoring progress, and providing feedback to teachers. IL also includes professional development inside and outside the school.

Teacher professional learning (TPL) refers to ongoing, school-embedded practices that allow teachers to improve their knowledge and skills. Transformational leadership (TL) focuses on creating a shared vision, motivating and supporting individuals to achieve organizational goals.

Key Differences Between Instructional Leadership and Transformational Leadership

  1. IL focuses on curriculum and instruction, while TL builds community and inspires action toward a shared vision.
  2. IL is top-down, whereas TL is about empowering others.
  3. IL drives school reform by focusing on curriculum; TL drives change by fostering a supportive culture.
  4. While IL has transactional elements, TL focuses on inspiration and development.

The Moderating Role of Transformational Leadership

This study surveyed 616 teachers in primary and secondary schools in Turkey, exploring:

  1. Teachers’ perspectives on the principal’s IL (e.g., managing instructional climate, school mission).
  2. Teachers’ perspectives on the principal’s TL (e.g., vision building, intellectual stimulation).
  3. Teachers’ engagement in professional learning (e.g., collaboration, experimentation).

The findings show that TL moderates the relationship between IL and teachers’ instructional practices through TPL.

  • IL has a direct, statistically significant effect on TPL.
  • A stronger perception of TL leads to more positive effects on IL and TPL.
  • Teachers involved in TPL modify their instructional practices.
  • High levels of TL increase the impact of IL on instructional practices via TPL.

Combining Transformational Leadership and Instructional Leadership for Greater Impact

The study highlights that TL can enhance the effect of IL. Principals who motivate and inspire teachers while focusing on teaching and learning are more likely to support improved instructional practices through professional learning. This shows that while IL and TL differ, they can work together to maximize their impact.

The study confirms that teacher professional learning (TPL) is linked to instructional practice, supporting its role in school reform initiatives. It demonstrates that instructional leadership (IL) influences teacher learning and practice through TPL and reinforces the importance of IL in school improvement efforts, highlighting its effect on instructional practice.

Quotes

“Transformation may be hindered if teachers are demotivated and isolated.”

“Principals who combine IL and TL effectively transform their schools and influence instructional practice.”

“Principals should address individual teacher needs, establish a clear vision, and encourage creativity to maximize the impact of IL on learning and practices.”

Personal Takeaway

The research here seemed to be more focused on forwarding this field of research than giving very specific and tangible take-aways that teachers/leaders can apply in their practice. For me it emphasized the role trust plays between teachers and leaders and how that has an effect on the quality of instruction that will take place in the classroom.

Bellibaş, M. Ş., Kılınç, A. Ç., & Polatcan, M. (2021). The moderation role of transformational leadership in the effect of instructional leadership on teacher professional learning and instructional practice: An integrated leadership perspective. Educational Administration Quarterly, 57(5), 776-814.

Self-Assessment

Self-assessment is a student-directed process, and students’ perceptions of it are crucial to its implementation and overall effectiveness. While there is a growing body of empirical research examining how students perceive self-assessment, no systematic review on this topic currently exists. Therefore, this review aims to synthesize findings on two key aspects of students’ perceptions of self-assessment: its usefulness and the factors influencing its implementation.

The Definition of Self-Assessment

The authors used past research to define self-assessment as “a wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign merit or worth to (i.e., evaluate) the qualities of their own learning processes and products.”  Self-assessment can happen as an explicit activity (like a self-assessment exercise created by the teacher) or implicitly (spontaneous self-questioning during the learning). This study focuses on explicit self-assessment.

While varied across contexts, research has found that self-assessment has been shown to have medium to large effects on academic performance. While findings are inconsistent, evidence suggests that most students who possessed positive beliefs about self-assessment acclaimed that it helped them gain independence, take responsibility for learning, grow in confidence, work in a structured manner, and be analytical and critical during learning. It has been found that attitude, subjective norms, self-efficacy, and perceived controllability were significant predictors of self-assessment intention and practice. Instructional factors such as the scaffolding of self-assessment practices are widely considered helpful. Class climate (such as the support of peers) is a factor that has been shown to encourage the implementation of self-assessment.

Student View on Self-Assessment

The authors conducted a literature review that consisted of 44 total studies found in the ERIC and PsycINFO databases. Four inclusion criteria were used in the screening and selection of studies, including (1) the study examined students’ perceptions of self-assessment; (2) it presented empirical results; (3) it was published in a peer-reviewed journal; and (4) it was written in English. The authors had four research questions. 

1. What are the characteristics of studies on students’ perceptions of self-assessment?

  • Findings: The studies were conducted in a total of 22 countries. The most frequently used methods for collecting data were surveys, interviews, and focus groups. 

2. How do students perceive the usefulness of self-assessment?

  • Findings: A consistent finding in many studies is that students report that self-assessment helps them understand their abilities/performance, identify their weaknesses or missing pieces in their learning, and inform the direction of the subsequent learning. Some studies indicate that students harbor suspicions or negative perceptions regarding self-assessment, especially when it is not accompanied by external feedback. The authors felt some of the findings were inconclusive. Studies showed a variety of opinions from students ranging from positive perceptions, neutral, to negative perceptions. 

3. What factors affect students’ perceived usefulness of self-assessment?

  • Findings: Factors were split into two categories: individual factors and self-assessment design factors. Individual factors included gender, age, and educational level. Age was the most notable factor where 10th-12th graders found self-assessment more useful than 6th-9th graders and 4th-year university students had more positive perceptions of self-assessment than 1st and 2nd-year university students. Self-assessment was found to be less useful to primary-aged students. Design factors including the use of external teacher feedback and self-assessment tools were seen as useful and favorable by students. The authors noted that age (older students) seemed to view self-assessment more favorably and that external feedback from the teacher was a crucial factor for students perceiving self-assessment as effective. 

4. What factors affect students’ implementation of self-assessment?

  • Findings: Factors were categorized into two different groups: individual and instructional factors. Individual factors included: perceived usefulness, affective attitude, self-efficacy, important others, and psychological safety. Instructional factors included: practice and training, external feedback, use of instruments, and environmental support.The authors emphasized that establishing a psychologically safe environment is crucial for students to engage in self-assessment. They also noted that students require practice, instruction, and scaffolding to effectively complete self-assessment activities, ensuring that these activities are genuinely useful.

A key takeaway for the authors was that given the importance of self-assessment for student learning in K-12 contexts, and the fact that students’ perceptions about assessment influence their learning behaviors and the effects of assessment more studies are needed to explore K-12 students’ perceptions of self-assessment and how to embed it into K-12 curriculum.

Notable Quotes: 

“Practice and training can indirectly impact self-assessment implementation by altering students’ attitudes towards or self efficacy of self assessment.”

“Self-assessment with external feedback, mainly from teachers, was perceived to be more valuable by students”

“There are inconclusive findings regarding students’ perceptions of the usefulness of self-assessment in facilitating their learning”

Personal Takeaway: 

The two takeaways I found from this paper were that explicit instruction and modeling of self-assessment practices along with teacher feedback are critical in order for students to benefit from self-assessment activities. It was also interesting that younger students generally did not find self-assessment as useful as older students. It would be interesting to see more research about self-assessment in the elementary grades.—Matt Browne

Yan, Z., Panadero, E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: usefulness and factors influencing implementation. Educational Psychology Review, 35(3), 81.

Learning Environment

The purpose of the present study was to explore qualitatively, from the perspectives of both students and faculty, the key elements of the learning environment that supported and hindered student learning.

Outcomes of High-Quality Learning Environments

In general, high-quality learning environments (LEs) are associated with positive outcomes for students at all levels. For instance, ratings of high-quality LEs have been correlated with outcomes such as increased satisfaction and motivation, higher academic performance, emotional well-being, improved career outcomes (including job satisfaction, competencies, and retention), and reduced stress and burnout. From teachers’ perspectives, high-quality LEs are defined by the same concepts and features used to evaluate student perspectives and outcomes.

LEs are diverse and can vary depending on the context. Although many elements of LEs have been identified, there has not been a consistent or clear application of theory in assessing these key elements.

Students and Faculty Share Their Thoughts on the Importance of a High-Quality Learning Environment

The participants included nine teachers and twenty-two students from a Canadian university. Data were collected through five focus groups and two individual interviews. Example questions included: “Can you describe a [negative/positive] [student/teaching/faculty] learning experience you have had?” The results were organized into three overarching themes: personal development, relationships, and institutional settings that influence the learning environment.

  1. Personal Development
    • Students felt more engaged when they were active learners and when they perceived the material as relevant to their career goals or real-world applications, particularly when they could apply it. However, maintaining a work-life balance among school, family, and other life demands was a source of stress and anxiety.
    • Faculty reported being generally passionate about their work and shared many positive experiences. Receiving positive feedback from students and witnessing their growth over time were highly motivating factors. Additionally, faculty noted that their emotional well-being was influenced by various interactions, primarily with students, which affected their mental states.
    • Relationships
      • Students generally felt comfortable in their classrooms, although some reported negative experiences, such as having a question dismissed as “stupid.” They noted that they most often interacted with peers for assignments. While students highlighted the challenges of group work, they also acknowledged its positive aspects.
      • Faculty recognized the importance of supportive relationships and mentorship
      • with students. However, instances where students requested exceptions led to tension. Overall, faculty were motivated to create memorable and engaging experiences for their students.
    • Institutional Setting
      • Small class sizes (with a maximum of 35 students) were the primary reason students chose the university, allowing for increased attention from professors and greater engagement with the content. However, students described their school as a commuter institution due to the lack of on-campus housing, which made it more challenging to foster a sense of community.
      • Faculty acknowledged that community is a vital aspect of the institution; however, it is lacking due to the absence of on-campus housing and the commuter nature of the school.
    • Positive Learning Environments have an Effect on Student Motivation and Engagement
    • This study enhances our understanding of learning environments (LEs) by incorporating data collected from both students and faculty within the same context. Across both groups, the authors identified several important aspects of the LE, including high levels of engagement and motivation, a positive emotional climate, peer support, strong faculty-student relationships, meaningful experiences, and small class sizes. Students also noted negative aspects of the LE, such as specific challenges associated with group work and difficulties in maintaining a work-life balance. Additionally, both faculty and students recognized a lack of a sense of community as a factor that could detract from the LE. These findings highlight essential elements that educators and researchers should consider when striving to promote more positive LEs and enriching learning experiences for students.
    • Notable Quotes: 
    • “Faculty who reported being motivated to teach, often felt that this motivation was fueled by the reactions of their students; when students were engaged they felt more motivated.”
    • “The relationships dimension was the most influential aspect of the environment for both students and faculty.”
    • “For other faculty, the accumulation of negative experiences resulted in them being more distant and less affected emotionally than they had been earlier in their career. This diminishing concern could have implications for how engaged faculty are in their teaching, which could in turn influence student engagement and harm the LE.”

Personal Takeaway: 

It was interesting to get both faculty and student perspectives on learning environments. Work-life balance as the main contributor to stress and emotional well-being for students was quite telling and something for teachers to keep in mind. It was also interesting that faculty noted that as they had more negative experiences over their career, it resulted in them being more distant and less emotionally affected. It may be worth asking the question of what the learning environment looks like for this population of teachers.—Matt Browne

Rusticus, S. A., Pashootan, T., & Mah, A. (2023). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 26(1), 161-175.

Self-Assessment

This study aims to examine the available empirical evidence regarding the accuracy of self-assessment and its effects, as well as to identify potential factors, commonly referred to as moderators, that may influence these effects.

The Importance of Student Self-Assessment

Student self-assessment most generally involves a wide variety of mechanisms and techniques through which students describe (i.e. assess) and possibly assign merit or worth to (i.e. evaluate) the qualities of their own learning processes and products. For example, self-assessment could self-grading approaches and peer feedback before self-assessment. 

There were two previous meta-studies on self-assessment. The first study focused on the accuracy of self assessment and found that students and teachers had matching assessments of work an average of 64.1% of the time. The second study focused on the relationship of self-assessment to academic achievement, effects of self-assessment on self-regulation processes, student perceptions of self-assessment, and accuracy of self- assessment. Regarding the effects of age and ability, these tended to be confounded, but younger students tended to present overscoring while older ones were closer to the teachers’ scores. Regarding ability, abler students were more accurate. Regarding task features, activities that were familiar and predictable for the students seem to produce more accurate self-assessment. Regarding methods of self-assessment, the more specific and concrete the standards and criteria, the higher the accuracy. Finally, they also reported on other variables that could influence accuracy but with less certainty such as gender, ethnic culture, personality, or training.

Student Self-Assessment Should be Combined With Teacher Feedback

The authors conducted a meta-analysis using 160 papers. The search was limited to peer reviewed English language articles that had been published after 1989. The authors had three research questions. 

Question 1: What are the main characteristics of Self-assessment accuracy studies?

Answer: Most studies focused on higher education, and are centered around student’s scoring accuracy in their self-assessment

Question 2: What is the average student’s self assessment accuracy?

Answer: There was a medium/high correlation between scores issued by the students on their self-assessment and the scores given by the expert/instructor. There was a slight overestimation of the students in their scoring when compared with the expert/instructor. 

Question 3: Do the moderators influence students’ self-assessment accuracy?

Answer: It was found that when self-assessment is done without feedback, there is a tendency for students to greatly overestimate their score. The use of a self-assessment rubric did not show much of an improvement.

There is a General Overlap Between a Student’s Self-Assessment and Teacher Feedback 

The authors noted that researchers investigating self-assessment should not limit themselves to scoring accuracy alone, but should also investigate content accuracy. 

The authors note a reasonable level of reassurance that there is general overlap between what students self-assess and what their instructor would give them. As most studies were focused on higher education, it was found that the more content knowledge students had, the easier it was for them to self-assess. 

The authors note that the highest leverage practices teachers have control over in relation to increasing the accuracy of student self-assessment is providing feedback.

Notable Quotes: 

1. “We found that when self-assessment was performed in the absence of feedback, a significant overestimation was found”

2: “Having knowledge or mastery about the topic to be self-assessed showed a significantly increased precision though it did not reach perfect precision either”

3: “In future research, it would be interesting to explore whether, while keeping the emphasis in the formative purposes, students would also receive the message that scoring accuracy is important if they anchor their score to the learning goals, something that we have not found in the included studies. “

Personal Takeaway: 

This study reinforced the importance of feedback and developing content knowledge in order for students to assess their knowledge. As the authors mentioned, most of the studies they included were from higher education, not K-12. —Matt Browne

León, S. P., Panadero, E., & García-Martínez, I. (2023). How accurate are our students? A meta-analytic systematic review on self-assessment scoring accuracy. Educational Psychology Review, 35(4), 106.

Psychology                 

Social and Emotional Learning

This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’  well-being.

The Personality Traits of an Educator are Directly Linked to a Learner’s Development

The educator-learner relationship is critical to the learner’s development as it determines in many ways how valued and supported they feel. Learners’ well-being is regarded as an emotional state that is affected by various factors not only inside but also outside the classroom and the well-being of learners has a positive effect on their learning cycle and results. The predictors of learner well-being are learners’ traits and motivations for going to school, their perceptions of educators’  interpersonal behavior, and school performance. 

Numerous researchers have mentioned that the educator’s  personality, motivation, awareness, and passion are vitally important  in the teaching process and in creating a positive teaching climate. Educator interpersonal behavior has been shown  to influence learners’ success in addition to learner motivation, educational achievement, and happiness.  Researchers found  that strong social interactions can help learners to feel autonomous, engaged, and confident,

motivating them to  be interested in their educational objectives and to be enthusiastic  about them.

The Main Components of Positive Psychology

The goal of positive psychology is to promote subjective well-being and happiness. A main part  of Positive Psychology centers around well-being, and this can be further divided into 5 components:

1: Positive Emotions: can be the most powerful motivators in human behavior

2: Engagement: degree of commitment, participation, and focus

3: Relationships: need to feel close to others, to love them, to experience physical and psychological connection with them is a strong inner need

4: Meaning and Purpose: resources to complete important goals not focused on ourselves

5: Accomplishment: living a successful, purposeful life. 

Resilient and caring interactions with educators enable learners to be more self-confident, protected, and knowledgeable in the educational environment. The awareness of the educator’s connection with learner’s can be divided into three dimensions: friendship (warmth, directness, and safety in the relationship), struggle (degree to which educators perceive the connection as bad, unpredictable or uncomfortable), and dependence (dynamic where educators are inclined to act as an authority reinforcing suitable behavior and modifying inappropriate engagements). The friendship dimension is the sole positive dimension. Favorable educator-learner rapport

looks like good communication, help, and personal connection. This can reduce the prevalence of a depressed-nervous state in learners

Attachment Theory:

Attachment theory has been used to describe three significant aspects to examine the emotional excellence of educator-learner relationships: closeness (security and warmth that is felt in a connection), conflict (absence of rapport lead to high levels of friction), and dependency (degree to which the learner is dependent on the teacher)

Self-Determination Theory

Self-Determination Theory suggests that people will be enthusiastic and emotionally well-adjusted if the have numerous chances to meet three basic needs: Competence (requirement to be effective in one’s personal obligations and exhibit knowledge of the actions that a person performs well), Autonomy (feeling of independence), and Relatedness (need to develop close social relationships)

Teachers Play an Important Role in the Wellbeing of their Students

This review should highlight to teacher’s the importance of their relationship with their students. The author suggests teachers actively consider their role in the well-being of their students and create a safe, compassionate, and humble classroom where students feel heard. This may mean very carefully constructing feedback in a way that is useful and supportive of a positive relationship between the student and teacher. The author also highlights the fact that high levels of student well-being are connected with better grades and classroom behavior.

Notable Quotes: 

1: The role of educators in affecting the well-being of learners  is indisputable and they can take on different roles, like watching  their conversations, being careful with the feedback to learners,  paying attention to them, asking questions to involve them,  and reconsidering the classroom supervision to control the  connections

2: To manage and develop  learners’ well-being effectively in the education setting, educators  need to participate in training and professional advancement

3: Close relationships with educators can provide  learners emotive provision and security, which sequentially can  reinforce constructive manners and rule out more destructive  behaviors in the class and with their friends outside the class

Personal Takeaway: 

While student-teacher relationships is an important topic, I think the article can be quite easily summed up as “It’s important to have a positive relationship between the teacher and their students in order for quality learning to take place”. It was interesting to see some of the theories that were incorporated, but ultimately there were few tangible takeaways for educators.—Matt Browne

Zheng, F. (2022). Fostering students’ well-being: The mediating role of teacher interpersonal behavior and student-teacher relationships. Frontiers in Psychology, 12, 796728.

Hi Everyone,

In mid-March, I will pay my first visit to South Korea.  Having lived in the Far East for eleven years (Hong Kong five years and Bangkok six years), South Korea has always been the missing piece in my Asia travel jigsaw.  I will be in Seoul visiting schools, then in Daegu for the IB Conference.  I’m excited to be co-presenting with two of my favourite people – one is the talented Secondary Principal of a great MARIO school and the other, a senior member of the IB team and a genuine thought leader.  Both share my passion for well-being and learning.  Our session will begin with some disturbing trends in student anxiety and poor well-being, but will go on to share some of the positive changes we are seeing.  Overall, it will be upbeat and optimistic, because at MARIO Education, we are actively addressing many of these issues.

We’re proud to be supporting our growing number of schools in helping their students in a range of ways:

·      Our check-ins (which take only a couple of minutes) provide immediate data on how students are feeling, and this generates some fascinating data visualizations which can be filtered by grade level and by individual students.  This ensures all students are heard and enabling them to indicate when things are all good, and when they’re not so good.  School leaders, counsellors and well-being leads can view data across the school, identifying patterns and outliers and deciding how to allocate resources.

·      Our MARIO 1:1 conversations address the data and help get students back on track to reach their goals and center themselves.  Our founder, Phil has been offering free training sessions to all MARIO schools, upskilling teachers in how to conduct these powerful coaching conversations (these take between three – seven minutes).

·      Our Personal Learning Plans (PLPs) are a way for each student to articulate who they are as a learner, how they learn best, how teachers and others can best help them, how they are progressing towards their goals, and how their friendships are.  These PLPs are not only co-constructed by the students themselves, they also monitor and update them, teaching important self-management skills and habits.

·      Our MARIO conferences focus on executive functioning skills and organizational aptitudes, helping students to develop their study skills and become more self-directed.

There are many other aspects to what we do (including class reflections, a range of bespoke surveys, IEP uploads etc.) and our extensive suite of strategies and tools can be viewed as a menu from which schools can select according to their needs.

Assuming I find my way around Seoul and then to Daegu via the superb but complex Korean train network without getting hopelessly lost, I look forward to sharing more about our conversations on well-being and learning when/if I return!

Best wishes,

Graeme

Mental Health, Psychology

This study seeks to explore the potential gap between the responsibilities assigned to Scottish secondary teachers and those they assume. Under Scotland’s Curriculum for Excellence, the health and well-being of school pupils are deemed the ‘Responsibility of All’.

Addressing Mental Health in Teachers and Students

Many attempts to address mental health in schools have focused on raising awareness among both teachers and pupils. Recent recommendations include avoiding a “deficit model perspective” and embracing “techniques that encourage pupils to feel secure and foster good relations with teachers”. Integrating mental health interventions into daily school life, engaging all staff and parents, and collaborating with outside agencies have also been suggested.

Teachers can succumb to vicarious trauma as they grapple with the demands of dealing with children from traumatized backgrounds. This can lead to burnout, emotional exhaustion, and leaving the profession. Teachers’ emotional health is a key factor in maintaining their dedication, yet data shows that those working in the UK education sector report significantly higher levels of stress, depression, or anxiety compared to other industry sectors. Teachers who feel high levels of responsibility for student mental health often experience increased stress and worry.

The Role of a Teacher

The study consisted of a questionnaire, interviews, and a focus group involving teachers at a comprehensive secondary school near a large Scottish city. The interviews and focus group were semi-structured. Participants had teaching experience ranging from 1 year to over 40 years, some with additional responsibilities within departments or at a whole school level. Data gathered generated a total of 32 possible themes, further split into the following three broad areas/themes for discussion:

  1. “It’s everything we do”: Teachers felt that paying attention to pupils’ mental health was a core aspect of their role.
  2. “I’m not equipped”: All interviewees highlighted a lack of confidence in their ability to deal with pupils’ mental health issues.
  3. “To the detriment of what?”: Educators felt they should ‘be there’ for pupils but also recognized limits to their responsibility for pupils’ mental health as they managed their responsibility for students’ academic success.

More Training is Needed for Teachers

While further investigation is needed to fully understand what teachers mean by “more training”, it’s clear they are asking for deeper knowledge and understanding of how mental health issues manifest in young people, strategies for dealing with these issues, understanding of brain function, and effective listening skills. Teachers noted this training would be most beneficial at the start of their careers and emphasized the importance of improved collaboration and shared language across agencies to provide consistent complimentary services.

Notable Quotes: 

“While the Scottish Government publicises a Responsibility of All approach, this is not enough to ensure that responsibility, in particular for pupil mental health, is felt by all teachers”

“Even those staff who had most experience dealing with pupils’ mental health issues still reported that they felt ‘ill-equipped’ and lacking in confidence describing themselves as having ‘a real case of imposter syndrome'”

“The continuum ranged from agreement that it is (mental health) a fundamental part of the role of any teacher to a refusal to accept it as part of the class teacher’s professional responsibility.”

Personal Takeaway: 

It was an interesting read. It highlights the increased demands placed on teachers beyond academics. It begs the question, just how responsible are teachers for student mental health, and can they be held accountable? —Matt Browne

McKee, C., & Breslin, M. (2022). Whose Responsibility is it Anyway? Pupil Mental Health in a Scottish Secondary School. Scottish Educational Review, 54(1), 49-69.

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