rtu conference 22 nd november 2013 ‘optimising achievement through a whole school approach to...

RTU Conference 22nd November 2013‘Optimising achievement through a whole school approach to Emotional Health and Wellbeing’

SHAUNA CATHCART

An Introduction to the Framework Materials & RTU/PHA Pilot

An introduction to the framework materials: ‘Optimising learning through a whole-school approach to EHWB and SEL’

MAKING THE LINKS!

Student Achievement &Emotional Health and Wellbeing

• Student achievement is our core business in schools.• Student achievement is a reflection of academic success and

personal wellbeing. • Pupil academic success and personal wellbeing are

synergistic and integrated • There is also a dynamic symbiosis between teacher and

student wellbeing. Fostering wellbeing for teachers helps them to support students

Optimising Learning through whole-school Emotional Health and Wellbeing (EHWB):

What is it, why do we need it and how do we do it?

‘Being mentally and emotionally healthy means that we believe in ourselves and know our own worth. We set ourselves goals that we can achieve and can find support to do this. We are aware of our emotions and what we are feeling and can understand why. We can cope with our changing emotions and we can speak about and manage our feelings. We understand what others may be feeling and know how to deal with their feelings. We also understand when to let go and not overreact. We know how to make friendships and relationships and how to cope with changes in them. We understand that everyone can be anxious, worried or sad sometimes. We know how to cope with, and bounce back from, changes or problems and can talk about them to someone we trust’ DE PEHAW WORKING GROUP

‘Their ability to empathise, persevere, control impulses, communicate clearly, make thoughtful decisions, solve problems, and work with others earns them friends and success. They tend to lead happier lives, with more satisfying relationships. At work, they are more productive, and they spur productivity in others. At school, they do better on standardized tests and help create a safe, comfortable atmosphere that makes it easier to learn’ (Edutopia Staff Acessed 5th September 2010)

Children with good EHWB stand out:

What’s EHWB got to do with education?

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Why do we need to teach these skills? 3 driving forces that won’t go away…

1. Employers’ needs

2. Links between learning, attainment and social and emotional skills

3. Demands on young people in a changing society

Employers are looking for more than

just technical skills and knowledge of

a degree discipline. They particularly

value skills such as communication,

team working and problem solving.

Job applicants who can demonstrate

that they have developed these skills

will have a real advantage.

Digby Jones, Director-General, Confederation

of British Industry

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1. Employers’ needs

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CBI LEARNING TO GROWEDUCATION AND SKILLS SURVEY

2012 (in partnership with PEARSON)

How do EHWB and SEL link to other Educational agendas?

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WE CAN MAKE A DIFFERENCE

Improves Academic Outcomes

• 23% increase in skills• 9% improvement in attitudes about self, others and

school• 9% improvement in pro-social behaviour• 9% reduction in problem behaviours• 10% reduction in emotional distress• 11% increase in standardised achievement test

scores (maths and reading)

Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D. & Dy mnicki, A.B. (submitted for publication). The

effects of school based social and emotional learning: A meta-analytic review.

Why does EHWB impact on attainment?

• A positive, safe environment with nurturing affirming relationships is proven to promotes student motivation, engagement with learning and achievement

• More teaching and learning time is available as behaviours that interfere with learning are decreased. (e.g. less peer disagreements/ reduced incidences of poorly managed anger)

• SEL skills are ‘gateway’ skills for learning: – Promotes deeper understanding of subject matter

(e.g. perspective-taking & problem solving)– Helps students learn well with others– Promotes Increased responsibility – Develops improved persistence & resilience – Helps students effectively manage feelings associated with learning– Decrease behaviours that interfere with learning.

• Pupils are better able to manage the social and emotional aspects of cognitive tasks12

Demands on young people in a changing society

In a school of 1000 pupils there are likely to be:

• 50 with depression• 10 affected by eating

disorders• 100 experiencing

‘significant distress’• 10-20 with obsessive

compulsive disorder• 5-10 attempting suicide

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N. I CONTEXT

• 10-20% pupils experiencing EHWB

Difficulties

• 7-18% 10/11yr olds reported feeling

lonely, sad, not enjoying life

• 21% 12-13yr olds reported being

bullied 2/3 times per month

(Green et al, 2005)

(Centre For Effective Education ,Queen’s University,

Belfast, 2011)

Society has changed…

Issues facing our young people :- Drug culture- Body image (media ‘role-models’)- Choices around sexual behaviour - Obesity issues- Social media and other technologies - Other?

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What do we need to do to become a school that actively promotes EHWB?

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What works? Evidence based success factors:

• Support from Principal

• Critical mass of staff understanding/supporting rationale for undertaking the work

• Clear, negotiated vision for what trying to achieve

• Careful strategic planning to build on what is already going on in the school and ’make it your own’

• Whole school approach

• Staff development and EHWB

The iceberg model

Explicit Programme for pupil skills and curriculum

reinforcement

Teacher skills (and ability to act as role models)

ETHOS

Successful CHANGE: The four ingredients

Vision + Skills + Incentives + Resources = Change

+ Skills + Incentives + Resources = Confusion

Vision + + incentives + Resources = Anxiety

Vision + Skills + + Resources = Resistance

Vision + Skills + incentives + = Frustration

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Adapted by Richard Vila, Bayridge Consortium Inc. from for Knoster, T. (1991)

Maslow’s Hierarchy of needs

The Change Curve

Shock

Resistance

Loss of Control

Low Morale

Exploration

Discovery

Adjustment

T i m e

Em

oti

on

al R

esp

on

se

based on work by Kubler-Ross

Worried

An Introduction to the Framework Materials


What promotes EHWB in schools?

A whole-school approach to helping children achieve EHWB, including the ability to develop the social, emotional and behavioural skills that underpin

• effective learning• positive behaviour • good relationships • employability• success in its broadest sense.

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A four-part model for promoting EHWB in schools

A structured & progressive explicit curriculum to teach the skills of social

and emotional learning (SEL)

Reinforcing the SEL skills across the curriculum

A Positive Ethos – Relationships, Language &

Environment

Staff EHWB and Role-modelling

Element 1: A positive ethos

Key characteristics of a Positive Ethos

- Relationships- Language- Environment

Physical Social Emotional

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Environment


Element 2: Staff modelling

‘

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The way (children) are treated and the examples they are set by their peers and by adults (are) almost certainly the strongest influences on how they will treat others, their environment, and develop respect for themselves. Sir Jim Rose, CBE





Environment


Staff cannot be role models unless their own EHWB is attended to and their own social

and emotional skills developed

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ELEMENT 3: An explicit curriculum to teach the skills of social and emotional learning (SEL)

• The evidence demonstrates that the skills of SEL will not be simply ‘caught’. They need to be explicitly taught through a structured and progressive curriculum

• What are the key areas of social and emotional learning? One model:

– Self awareness and self-valuing – Managing our feelings– Motivation– Empathy – Social skills

(within each area , there are a number of sub-skills) 25





Environment


Element 4: Reinforcement

Isn’t it enough to just teach the skills?

If you are wearing a watch, take it off and place it on the other wrist…..

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Environment


The neuroscience of Behaviour change

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An Introduction to the Framework Materials


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What will we be doing? An introduction to The Framework and materials

It can be helpful to think of change as happening in phases

• Pre-commitment/ awareness (Phase 1)

• Innovation (Phase 2)• Implementation (Phase

3)• Institutionalisation

(Phase 4)

The Framework: Phase 1

It will generally take 3-5 years for a change to become institutionalised (part of ‘the way we do things around here’)

Fullan, 2007

© RTU and Barnardos 30


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Developing a whole-school and classroom ETHOS To promote EHWB and SEL

What promotes EHWB in schools?

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A whole-school approach to helping children achieve EHWB and develop SEL includes four elements. The focus today is:





Environment Staff EHWB and Role-modelling

The importance of ethos

They will forget what you saidThey will forget what you didBut they will never forget the way that you made them feel

(Maya Angelou)

Ethos and learning

it is difficult to: • Pay careful attention

• Focus and concentrate • Generate creative ideas • Work well in a group • Be motivated • Overcome difficulties • Take a risk • Keep going, despite frustration • Bounce back after a setback • Remember learning

If we are feeling

• Cross • Frustrated • Scared • Anxious • Stressed • Embarrassed • Pre-occupied

or if we do not feel emotionally safe…

Of all the keys to effective learning that research throws up, it is the ‘state’ that we are in when we learn which comes through time and time

again as the single most important factor in the learning process.

Working memory is disrupted by ‘neural static’. It has a finite capacity and if concerned with processing strong

emotions, it cannot be freed up to deal with other cognitive information.

Ideal states for learning…

Ideal states for learning…

• Extreme stress inhibits learning as stress chemical paralyses areas of learning and cortical processing slows down.

• Mild to moderate amounts stimulate more brain activity and production of more connections in area of learning.

DVD Teacher losing It

What do we see in a learning environment with a positive ethos?

Students (or adults):

• Being willing to take a risk and showing that they are not fearful of getting things wrong

• Talking openly and honestly• Not being afraid to disagree with the prevailing consensus• Being able to ask for help• Being able to share their own personal experiences,

vulnerabilities and strengths• Being able to compliment and support others within the

class • Asking their own questions • Taking responsibility (and credit) for their learning

Building a Positive Ethos

Levels of Functioning

• From least to most desirable, the levels of functioning are:

• Level One: Intentionally Disinviting

• Level Two: Unintentionally Disinviting

• Level Three: Unintentionally Inviting

• Level Four: Intentionally Inviting

It is the typical level of functioning that indicates the person’s and organization’s

atmosphere

(Fundamentals of Invitational Education Purkey & Novak 2008)

How invitational is your school?– The Ladder

Four Types of Inviting StancesIntentionally Disinviting•A negative and toxic attitude designed to demean, defeat, dishearten

Intentionally Inviting•Seeking consistently to enact the principles of Invitational Education(helping with care and respect)

Unintentionally Disinviting•Accidental discouragement and undermining of others

Unintentionally Inviting•Accidental encouragement and support

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The Key Elements of building a positive school ethos A Positive Ethos

Relationships

Language

Environment

The importance of relationships (feelings of belonging, connection and being valued)

The quality of teacher-student relationship has been shown to be one of the most significant

factors influencing student-learning

outcomes (Cornelius-White(2007;Hatie

2009;Rowe 2001)

ETHOS Element 1: Relationships

What is the impact of ethos?- Relationships


It is a basic human need to feel cared for, to feel that we belong

and that we are valued…

A Positive EthosRelationships

Language

Environment

The importance of relationships

High-quality relationships are characterised by:

INVOLVEMENT EMOTIONAL SAFETY WARMTH CLOSENESS TRUST RESPECT CARE SUPPORT

Sue Roffey (2013)

’Positive Relationships’

ETHOS Element 2: Language

What is the impact of ethos?- Language


Three tools to ensure the

language we use contributes to a positive ethos


Language

Environment

A key feature of Ethos: The language we use

• What is wrong with the language the teacher is using?

• What might the impact of the teacher’s words be on the pupil?

John Smyth you are just so

unbelievably rude. Don’t you dare do that again in my

class

THREE things we can do differently

John Smyth you are just so unbelievably rude. Don’t you dare do that again in my

class

1. Relate correction or criticism to the behaviour, not the person

2. Use I-messages (‘magic messages’)

3. Use positive phrasing instead of negative

I-messages

• You are always late – it is so annoying

• It’s a waste of time coming if you never do your homework

• You are deliberately making it impossible for me to teach

• Why can’t you ever remember your kit?

• Don’t accuse! Use magic messages

Positive phrasing• Don’t speak to me like that!• Why are you dropping litter?• You’ve left your equipment out

again!• How dare you argue with me!• Stop pushing into the queue• You shouldn’t be in here• You are really annoying me by

interrupting• What do you think you’re

doing?

• Please put that away and get started on the activity, thank-you.

• Wait your turn in the queue, thanks

• Sam, litter in the bin, thanks• Please speak to me politely, as

I do to you, thank you• Put your equipment away,

thank you• Where should you be right

now?• I understand you’re upset, but

I need you to listen to me, thanks

• Please wait your turn to speak

Element 3: Environment

What is the impact of ethos?- Environment



Language

Environment

Physical Social Emotional

There is no such thing as a neutral

‘Everybody and everything around the school adds or subtracts from, the process of being a beneficial presence in the lives of human beings, personally and professionally’

(Fundamentals of Invitational Education Purkey & Novak 2008)

Element 3: Environment Environment

Physical

Social

Emotional

The Physical Environment • Welcoming notices • Displays celebrating

individuals, encouraging a sense of belonging

• Safe places in playground

• Buddy stops • Making-up corners• Playground games and

equipment

Environment

Physical

Social

Emotional

The Social Environment • Quality of relationships• Explicit activities to help

pupils to get to know and trust each other (E.g. clubs, SEL activities)

• Celebration of pro-social behaviours and attitudes

• Whole-school events (assemblies) and fostering of school as a community

Environment

Physical

Social

Emotional

The Emotional Environment The three key areas:

Need to be safe

Need to belong

Need to feel valued

Environment

Physical

Social

Emotional

The Emotional Environment

http://www.google.co.uk/url?sa=i&rct=j&q=happy+classroom&source=images&cd=&cad=rja&docid=nhkoTSFnatb85M&tbnid=pKJzfnD9cSzXDM:&ved=0CAUQjRw&url=http://forums.sgclub.com/singapore/pool_school_tom_91465.html&ei=454FUbT1DMGw0AX6i4CgBg&bvm=bv.41524429,d.d2k&psig=AFQjCNHmGFSHQKY2CmR35zpaVZhwwDTHBg&ust=1359409251512396

High

HighLow

When our emotional involvement is low our rational perspective is high. Conversely, when the emotional involvement is high our rational perspective is low Paul Mc Gee (2011)

• A positively affirming classroom environment• A class charter with agreed rules based on an

understanding of rights and responsibilities.• Consistent use and reinforcement of rules • Understanding of sanctions and rewards and

behaviours that earn them• Effective anti-bullying measures • Clear routines and rituals!

The Emotional Environment :The need to feel safe

The need to belong…• Actively building in

opportunities to get to know and work with everyone in the group

• Actively building trust and group cohesiveness

Some ideas for activities to promote a sense of belonging

Class charters Circle Games Paper-Chains with each person’s

name on Birthday celebrations Welcome packsSecret friends Name Games Quizzes Group challenges Home group

flags jigsaw pictures Calming down posters Welcome PPT PresentationsSongs – ‘Consider Yourself’

The need to feel valued…• Relationships - Finding out

about students and celebrating their strengths and talents

• Pupil voice and input (I can make a difference)

• Establishing a ‘put-up’ not a ‘put-down’ ethos (praise!)

• Positive language

IN SUMMARY What promotes EHWB in schools?

A whole-school approach to helping children achieve EHWB, underpins

• effective learning• positive behaviour • good relationships • employability• success in its broadest sense.

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Environment


The iceberg model

Explicit Programme for pupil skills and curriculum

reinforcement

Teacher skills (and ability to act as role models)

ETHOS

EHWB REALLY MATTERS Optimising Learning through a whole-school Emotional Health and Wellbeing (EHWB):

Thank-you

They will forget what you said

They will forget what you did

But they will never forget the way that you made them feel

rtu conference 22 nd november 2013 ‘optimising achievement through a whole school approach to...

Documents

sel slide

pearson slide

group slide

difference slide

emotional skills

wellbeing student achievement

student wellbeing

personal wellbeing