michael o'toole dfe presentation: supporting schools to develop young people's resilience
TRANSCRIPT
The importance of supporting schoolsto develop young people’s
character and resilience to risks
Michael O’TooleChief Executive, Mentor
“Instilling positive character traits and academic excellence are two sides of the
same coin – children that develop resilience are far more likely to succeed, not only in school but in later life, too.”
- Edward Timpson, Children & Families Minister
Life skills education
“a holistic approach to the development of values, skills and knowledge in the learner, which assists young people to protect themselves and others
in a range of risk situations.”
- UNICEF, 2009
What does the evidence tell us?
Evidence tells us where need is
Evidence tells us what works
Evidence keeps us accountable
Evidence helps us test, learn and improve
“I want schools across the country toseize the opportunity
to help their pupils thrive.”
- Edward Timpson, Children & Families Minister
We must support schools so they canseize opportunities
to help young people thrive
A community of practice:
forms collaborative partnerships
shares best practice and learning
supportseach other
buildsa strong
evidence base
A connected ecosystem
COMMUNITY
YOUNG PERSON
FAMILY
SCHOOL
Carers
Parents
Teacher & staff training
Healthy Schools
Extracurricular activities
Leadership
Resilience education
Life-skills education
PSHE
Faith-based organisations
SchoolpolicyHealthcare
services(incl. mental health)
Emergency services
External service providers
Research and resource centres
Local Education Authorities
Media and advertising
Youth / community groups
Child protection services
Rehabilitation services
Prisons
Charities
Government
National policy
Data collection Legal services
Carers’ support services
International policy
NGOs
Businesses
Work experience PRUs
Case study #1:
Brighton & Hove
Identifying the need
In the absence of statutory PSHE, local schools were delivering alcohol and drug education in a variety of
ways with inconsistent outcomes for pupils
What we did
ü Develop new drug and alcohol education policy for schoolsü Feed back outcomes directly to PSHE leads, headteachersand partners through local conference and infographics
ü Train pastoral teams on young people and substance use, including 'Train the Trainer' sessions for local staff
ü Strengthen links between schools and commissionedspecialist service
ü Support area-wide normative campaigns on tobacco, alcohol and cannabis
“Mentor understood the challenges faced by schools and local authorities and built relationships with colleagues
in schools quickly that led to open and honest conversations.”
- Sam Beal, Partnership Adviser: Health & Wellbeing
Feedback
Case study #2:
The Good Behaviour Game
What is the Good Behaviour Game?
The Good Behaviour Game (GBG) is an evidence-based approach to classroom management that helps
children learn how to work together to create a positive learning environment.
Mentor is currently running a two-year trial of the GBG funded by the Education Endowment Foundation (EEF). This ground-breaking research will measure the impact
of the GBG intervention in UK schools.
The evidence base
More than 40 years of international research has shown the GBG to have dramatic benefits on children’s behaviour, as well as significant long term educational and health benefits, including:
ü Immediate improvements in pupil behaviour, particularly for disruptive boys
ü Improved attainment and achievementü Increased numbers of students continuing into further educationü Reduced substance abuse, mental health problems and criminal behaviour in later life
Feedback
At the beginning of the year children were very adult dependent, they wouldn’t speak to each other and they wouldn’t offer advice to others either. . . now that they are playing the game they will clearly see someone struggling and will help them.
-‐ Year 3 Teacher
The Good Behaviour Game has enhanced children’s behaviour and significantly impacted their motivation and approach to learning. Children are taking greater responsibility for the completion of tasks, they are working together and increasingly supporting each other.
-‐ Headteacher
Find out more at gbguk.org
Strengthening schools
COMMUNITY
YOUNG PERSON
FAMILY
SCHOOL
Carers
Parents
Teacher & staff training
Healthy Schools
Extracurricular activities
Leadership
Resilience education
Life-skills education
PSHE
Faith-based organisations
SchoolpolicyHealthcare
services(incl. mental health)
Emergency services
External service providers
Research and resource centres
Local Education Authorities
Media and advertising
Youth / community groups
Child protection services
Rehabilitation services
Prisons
Charities
Government
National policy
Data collection Legal services
Carers’ support services
International policy
NGOs
Businesses
Work experience PRUs
Peers
Further Reading
For more information on:
Ø Supporting life skills education in schoolsØ Evidence-based preventionØ Building a community of evidence-based practiceØ Building young people’s character and resilience
Visit mentor-adepis.org
