tag:theconversation.com,2011:/au/topics/primary-school-5487/articlesPrimary school – The Conversation2024-03-27T19:07:45Ztag:theconversation.com,2011:article/2258922024-03-27T19:07:45Z2024-03-27T19:07:45ZHow can schools make sure gifted students get the help they need?<p>Earlier this month, the New South Wales government <a href="https://www.smh.com.au/national/nsw/every-school-in-nsw-to-offer-gifted-education-programs-20240313-p5fc94.html">announced</a> it would roll out programs for gifted students in every public school in the state. </p>
<p>This comes amid concerns gifted school students are not achieving their potential. </p>
<p>A <a href="https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/literature-reviews/revisiting-gifted-education">previous review</a> in 2019 estimated that 10% of the state’s students were gifted but that <a href="https://www.smh.com.au/education/plan-to-help-state-s-gifted-students-thrive-20190607-p51vnx.html">up to 40%</a> of those students were not meeting their potential. Other studies have suggested <a href="https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12492">about 50%</a> of gifted students are underachieving.</p>
<p>Our <a href="https://doi.org/10.1177/00169862231222225">new research</a> found teachers tend to focus their tailored approaches toward helping students performing below standard, rather than their gifted peers. Our study also looks at how gifted students can be better supported at school. </p>
<h2>What does ‘gifted’ mean?</h2>
<p>There are lots of different ways to be gifted and different definitions of a gifted child. </p>
<p>Gifted students are generally understood to have <a href="https://www.aaegt.net.au/about-giftedness">natural abilities</a> well above their peers of the same age. This roughly puts them in <a href="https://www.australiancurriculum.edu.au/resources/student-diversity/meeting-the-needs-of-gifted-and-talented-students">the top 10%</a> of their age group.</p>
<p>Many Australian school systems, such as <a href="https://education.nsw.gov.au/teaching-and-learning/high-potential-and-gifted-education/HPGE-policy-information#Gagn%C3%A9's3">NSW</a> and <a href="https://www.education.vic.gov.au/school/teachers/teachingresources/high-ability-toolkit/Pages/defining-high-ability.aspx">Victoria</a>, base their understanding of gifted students on the work of Canadian educational psychologist Françoys Gagné. </p>
<p>Gagné says giftedness occurs across various domains, from intellectual to physical, creative and social-emotional. </p>
<p>Signs a child may be gifted <a href="https://www.aaegt.net.au/about-giftedness">include</a> reading or manipulating numbers before they start school, being very knowledgeable about topics of interest, and making connections easily. Gifted students can also have an acute interest in social justice, a mature sense of humour and enjoy hypothesising. Or they may show advanced skill in the arts or sporting activities.</p>
<p>A student is seen as underachieving when there’s a significant mismatch between their ability and their performance in assessments.</p>
<h2>Our research</h2>
<p><a href="https://doi.org/10.1177/00169862231222225">Our research</a> was a scoping review looking at 38 studies from 2000 to 2022. It examined what teachers and schools have done to meet the needs of high-achieving students. A scoping review is a study that maps out all the available evidence on a topic.</p>
<p>The review included studies from around the world, including Australia, the United States, England, the Netherlands, Canada, Germany, New Zealand and Singapore. </p>
<p>It found while teachers try to meet all students’ needs, their tailored efforts tend to be geared towards supporting students who are not meeting basic standards. </p>
<p>This means gifted student may not get sufficient help at school to support their own particular needs. Instead, they may be directed simply to work on their own or take on “class helper” roles if they finish their tasks early. </p>
<h2>How can gifted students be supported?</h2>
<p>Teachers of course need to have the time, resources and school support to get to know each individual student and to offer appropriate programs. </p>
<p>Provided teachers have these things, our study identified multiple teaching approaches that can have a positive impact on gifted students. They can be used in both primary and secondary schools. </p>
<p>The emphasis is on collaborating with students, tailoring content for individual students and being flexible. Some specific approaches include: </p>
<ul>
<li><p>exploring a topic in greater depth or breadth with a student </p></li>
<li><p>assigning tasks that specifically tap into a student’s interests </p></li>
<li><p>giving open-ended tasks that allow for problem-solving</p></li>
<li><p>giving students a choice in how a topic should be investigated </p></li>
<li><p>having students work through the curriculum at a faster pace </p></li>
<li><p>skipping content if a student has already mastered it</p></li>
<li><p>encouraging students to explore topics across different disciplines (for example, studying a novel as a piece of literature, from a historical perspective and as a basis on which to explore a health issue raised in the text)</p></li>
<li><p>providing access to role models and experts to extend learning.</p></li>
</ul>
<h2>There are other reasons students can underachieve</h2>
<p>It is also important to note there are other reasons why gifted students may not meet their potential. </p>
<p>There <a href="https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12492">may be issues</a> with a student’s confidence at school or motivation. Or they may have attitudes towards teachers or school that negatively impact their learning.</p>
<p>Or they may not be identified as gifted, if they come from a <a href="https://link.springer.com/content/pdf/10.1007/978-981-13-3041-4_14.pdf">socioeconomically disadvantaged or culturally diverse background</a>, or if they have a <a href="https://childmind.org/article/twice-exceptional-kids-both-gifted-and-challenged/">disability</a> such as dyslexia or autism that makes schooling challenging. </p>
<p>Very <a href="https://www.mdpi.com/2227-7102/13/4/421">narrow definitions</a> of “gifted” may also mean students are not picked up as high-achieving if they don’t perform above expected in certain assessments.</p>
<p>If parents think their child is showing signs of being gifted they should contact their child’s teacher or school to talk about specific support.</p><img src="https://counter.theconversation.com/content/225892/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Maria Nicholas provides professional learning courses on behalf of Deakin University for the Victorian Department of Education on the teaching of high-ability school students.</span></em></p><p class="fine-print"><em><span>Andrew Skourdoumbis provides professional learning courses on behalf of Deakin University for the Victorian Department of Education on the teaching of high-ability school students.</span></em></p><p class="fine-print"><em><span>Ondine Bradbury provides professional learning courses on behalf of Deakin University for the Victorian Department of Education on the teaching of high-ability school students.</span></em></p>New research finds teachers tend to have tailored approaches to help students performing below standard, but not for their gifted peers.Maria Nicholas, Senior Lecturer in Language and Literacy Education, Deakin UniversityAndrew Skourdoumbis, Associate Professor in Education, Deakin UniversityOndine Bradbury, PhD Candidate, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2256712024-03-21T19:08:11Z2024-03-21T19:08:11Z‘I have been ground down’: about 50% of Australian principals and other school leaders are thinking of quitting<p>Australia’s school principals have collective responsibility for nearly 3 million students and staff. But who takes responsibility for them? </p>
<p>Since 2011, we have been <a href="https://healthandwellbeing.org/pages/principal-reports">surveying</a> Australian school leaders – principals and other leadership staff such as deputy principals and heads of junior or senior schools – about what is happening in their jobs. </p>
<p>Every year we have surveyed between 2,300 and 2,500 participants and it is now the longest running survey of its type in the world.</p>
<p>Previous surveys have <a href="https://theconversation.com/school-principals-are-reaching-crisis-point-pushed-to-the-edge-by-mounting-workloads-teacher-shortages-and-abuse-201777">shown</a> school principals face unsustainably high workloads, high levels of stress and unacceptable rates of violence and abuse from parents and students. </p>
<p>Our 2023 survey unfortunately finds the work levels, stress and abuse continue. But on top of this, school leaders are experiencing significant levels of mental illness and around half are considering leaving the profession. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/school-principals-are-reaching-crisis-point-pushed-to-the-edge-by-mounting-workloads-teacher-shortages-and-abuse-201777">School principals are reaching crisis point, pushed to the edge by mounting workloads, teacher shortages and abuse</a>
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<h2>Too much work and stress</h2>
<p>In the 2023 survey we looked at responses by career stages to get better insights into Australia’s principals. </p>
<p>School leaders vary widely in leadership experience, ranging from early career (up to five years) to more than 20 years in the job. However, across all levels of experience, there are similar levels of high workload (an average of 56 hours per week). </p>
<p>No matter what stage of their career, all told us how the the sheer quantity of work and a lack of time to focus on teaching and learning were the top two sources of stress.</p>
<p>Other top concerns were the mental health of students and of staff.</p>
<h2>Record levels of violence</h2>
<p>Disturbingly, principals also reported the highest levels of violence, bullying and threats of violence since the survey began in 2011:</p>
<ul>
<li><p>53.9% reported experiencing threats of violence, up from 44.8% in 2022. When asked “from whom”, 65.6% of respondents said parents and 79.7% said students</p></li>
<li><p>48.2% reported experiencing violence, up from 44% in 2022. When asked “from whom”, 19.7% said parents and 96.3% said students</p></li>
<li><p>53.7% reported being subjected to gossip and slander. When asked “from whom”, 65.1% said parents and 18.2% said students. </p></li>
</ul>
<p>As one school leader told us: </p>
<blockquote>
<p>Whilst I am more than aware that you can’t please all of the people, all of the time, I have been ground down by the almost constant negativity, nastiness and violence within our community. </p>
</blockquote>
<h2>Levels of mental illness are high</h2>
<p>We also examined the rates of mental illness among school leaders. </p>
<p>Almost 19% of those surveyed reported moderate-to-severe levels of anxiety. About 18% said they had moderate-to-severe depression. Early-career school leaders were most likely to report higher levels of anxiety and depression. </p>
<p>As one respondent told us: </p>
<blockquote>
<p>I did not work in Term 2 as I reached burn out.</p>
</blockquote>
<h2>Many are thinking about quitting</h2>
<p>Unsurprisingly, given the workload, abuse and mental health issues, the survey found significant numbers of school leaders are rethinking their career options. </p>
<p>More than half (56%) of school leaders surveyed agreed or strongly agreed that “I often seriously consider leaving my current job”. Those with six to ten years of experience were most likely to say they were thinking about quitting. </p>
<p>As one survey respondent with a decade of experience as a principal noted:</p>
<blockquote>
<p>I don’t feel ready for retirement but can no longer sustain my work as a principal.</p>
</blockquote>
<p>Another respondent told us: </p>
<blockquote>
<p>Most nights when I am awake I will count how much longer I have to work before I retire or think about what else I could do instead of this job. </p>
</blockquote>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/they-phone-you-up-during-lunch-and-yell-at-you-why-teachers-say-dealing-with-parents-is-the-worst-part-of-their-job-191256">'They phone you up during lunch and yell at you' – why teachers say dealing with parents is the worst part of their job</a>
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</em>
</p>
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<h2>There is some good news</h2>
<p>We also looked at principals’ resilience, or their ability to bounce back from adverse experiences. Despite all these challenges, principals recorded a moderate increase in their resilience scores. On a 1–5 scale, the average score was over 3.82.</p>
<p>There has been an increase every year since we started tracking resilience in 2017, when the average was 3.58. This is testimony to principals’ dedication to their jobs and passion for education. </p>
<p>As one principal said: </p>
<blockquote>
<p>Being a principal is a tough, lonely job with not much appreciation but I continue to do it because the students need us and I love to see the kids challenged, engaged, cared for and learning […] hopefully to set them up for a great life.</p>
</blockquote>
<p>However, we found those with lower resilience scores were more likely to say they intended to quit. This further highlights the importance of supporting school leaders’ health and wellbeing.</p>
<p>We also found principals’ job satisfaction levels were stable, having declined last year for the first time since the survey commenced. From a high of 74.84 in 2020, it had dropped to 70.01 by 2022. It is encouraging to note it has risen slightly to 70.23 for 2023. </p>
<h2>What needs to happen now</h2>
<p>The challenge from this year’s report is stark and immediate: an exodus is potentially on the horizon.</p>
<p>Federal and state governments are certainly <a href="https://www.education.gov.au/national-teacher-workforce-action-plan">aware of teacher shortages</a> and keep announcing measures to try and address them, such as <a href="https://education.nsw.gov.au/news/latest-news/extra-admin-support-for-schools-to-reduce-teacher-workload#:%7E:text=School%20Admin%20and%20Support%20Staff,alleviate%20workload%20in%20participating%20schools.">more administrative support</a> and <a href="https://www.smh.com.au/politics/nsw/minns-government-finds-1-4b-in-savings-for-teacher-pay-rises-20230914-p5e4q6.html">pay increases</a>. </p>
<p>But greater urgency is needed in current policy responses. </p>
<p>We cannot assume resilience levels will continue to hold up. The signs are unambiguous. If these school leaders really do quit, they will take years of experience with them and cripple the ability of Australian schools to realise their aspirations.</p>
<p>This includes major <a href="https://www.education.gov.au/review-inform-better-and-fairer-education-system/resources/expert-panels-repor">national education policies</a> – such as the upcoming <a href="https://theconversation.com/what-is-the-national-school-reform-agreement-and-what-does-it-have-to-do-with-school-funding-202847">National School Reform Agreement</a> – aimed at boosting academic outcomes and student wellbeing. </p>
<p>This is why we need the <a href="https://www.education.gov.au/education-ministers-meeting">next education ministers meeting</a> to respond to our report. All federal and state education ministers are expected to meet around April and must make support for principals’ wellbeing and safety a top priority. </p>
<p>As our survey shows, the patience of Australian school leaders is running out.</p><img src="https://counter.theconversation.com/content/225671/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Herb Marsh has received and receives funding from the Australian Research Council, non-profit Australian school principal peak bodies, Catholic Schools NSW and Australian state and territory governments.</span></em></p><p class="fine-print"><em><span>Theresa Dicke has received and receives funding from the Australian Research Council, non-profit Australian school principal peak bodies, Catholic Schools NSW and Australian state and territory governments.</span></em></p><p class="fine-print"><em><span>Paul Kidson does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A major survey of Australian school principals finds they are copping abuse from parents and students on top of huge workloads. Many experienced leaders say they might leave the profession.Paul Kidson, Senior Lecturer in Educational Leadership, Australian Catholic UniversityHerb Marsh, Distinguished Professor of educational psychology, Australian Catholic UniversityTheresa Dicke, Associate Professor, Institute for Positive Psychology and Education, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2238592024-02-22T19:20:31Z2024-02-22T19:20:31Z‘Why can’t I wear a dress?’ What schools can learn from preschools about supporting trans children<figure><img src="https://images.theconversation.com/files/576943/original/file-20240221-22-vpe08q.jpg?ixlib=rb-1.1.0&rect=58%2C109%2C5515%2C3480&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://unsplash.com/photos/red-white-and-green-color-pencils-O2u6gA2esAI"> Alexander Grey/ Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>A new group of young children has just started school for the first time, with many excited about new friends, uniforms and being at “big school”. </p>
<p>But for trans kids, starting school can be a much more daunting process. </p>
<p>They have likely gone from preschools and daycare where they had the freedom to wear what they want and play what they want, whether that was dinosaurs, dolls or dress ups. The boy who likes to be Rapunzel was probably viewed as “cute” and the girl always playing pirates was encouraged to do so. </p>
<p>But school culture is much more <a href="https://doi.org/10.1111/bjep.12540">cisnormative</a>. This means schools tend to assume children can be sorted into boys and girls and everyone is comfortable in what category they are in. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/explainer-what-does-it-mean-to-be-cisgender-103159">Explainer: what does it mean to be 'cisgender'?</a>
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</em>
</p>
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<p>You can see this in formal ways, with boys’ and girls’ uniforms and toilets and in informal ways, with boys and girls making different friendship groups and playing different games at lunch.</p>
<p>This makes it difficult for trans children to feel as <a href="https://doi.org/10.1177/01614681221121710">though they belong</a> at school. Trans students often have <a href="https://doi.org/10.1016/j.jadohealth.2013.11.008">lower levels of wellbeing</a> and <a href="https://doi.org/10.1080/15388220.2012.732546">lower educational outcomes</a> than non-trans students.</p>
<p>My research looks at what schools can learn from preschools and other early learning settings such as daycare centres about how to support trans students.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/4-out-of-5-parents-support-teaching-gender-and-sexuality-diversity-in-australian-schools-176787">4 out of 5 parents support teaching gender and sexuality diversity in Australian schools</a>
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<h2>My research</h2>
<p>In 2023 I partnered with P-TYE, an advocacy network for parents of trans children. The study, which is currently in peer review, looked at how we can integrate support for trans children across a range of services including education, medical and mental health. </p>
<p>Through P-TYE and wider networks, we recruited 12 families with trans children. The children had an average age of 13 and had been recognised as trans between two and ten years. </p>
<p>Though interviews, I spoke to them about their experiences of childcare and school. Three themes emerged.</p>
<h2>1. The importance of being ‘child-centred’</h2>
<p>Early education services are “child-centred”. This means educators are trained to place a child’s “belonging, becoming and being” at the centre of their curriculum (as per the <a href="https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks">Early Years Learning Framework</a>). This includes freely exploring gender and their identity. </p>
<p>As one parent told us their trans girl “had an incredible teacher” for preschool</p>
<blockquote>
<p>who’d take old curtains and make things […] these three-tiered skirts that were heavy and they made beautiful sounds and they caressed you when you wore them and [my child] found such joy in these creations.</p>
</blockquote>
<p>Another child showed her foster parents a photo of herself at daycare </p>
<blockquote>
<p>in a dress up pushing a pram around with a baby in it. And she’s got a handbag on, jewellery and everything. She’s about three years old in the picture. And she says, this is the first time I knew I was a girl.</p>
</blockquote>
<p>In contrast, trans identity in schools often means “breaking the rules”. Parents in the study described examples of schools not letting trans students express their identity.</p>
<blockquote>
<p>every day she was asking, ‘why can’t I wear a dress to school’? Why do I have to go to the boys’ toilets? They’re mean to me when I’m in there.</p>
</blockquote>
<figure class="align-center ">
<img alt="A dress up box with clothes and jewellery spilling out the top." src="https://images.theconversation.com/files/576944/original/file-20240221-20-4h4iye.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/576944/original/file-20240221-20-4h4iye.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/576944/original/file-20240221-20-4h4iye.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/576944/original/file-20240221-20-4h4iye.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/576944/original/file-20240221-20-4h4iye.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/576944/original/file-20240221-20-4h4iye.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/576944/original/file-20240221-20-4h4iye.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">In daycare centres children are free to experiment with identity in their play.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/child-toddlers-dress-clothes-jewellery-creative-1905733132">Klem Mitch/Shutterstock</a></span>
</figcaption>
</figure>
<h2>2. Not categorising kids by gender</h2>
<p>Parents in the study also reported how children weren’t categorised into genders by pre-school routines. As one interviewee said: </p>
<blockquote>
<p>all the kids use the same toilet […] they [were called the] ‘cockatoos’ and the ‘koalas’ or whatever […] they weren’t ever separated by gender.</p>
</blockquote>
<p>But at school, children faced daily choices about whether they are a boy or a girl. One parent described how a class had segregated lunch crates for boys and girls. Their trans child stood out with “this pink drink bottle with unicorns on in a sea of dinosaurs”. </p>
<p>Children also have to wear the correct uniform, be in the right line for sport and use the assigned toilet and can be <a href="https://doi.org/10.1080/1550428X.2019.1647810">bullied</a> by other students when they try.</p>
<p>One child “survived kindergarten by walking”. She told her parent </p>
<blockquote>
<p>I just realised that if I wasn’t still, I was less of a target so I just made sure in kindergarten to keep moving and I never stopped moving.</p>
</blockquote>
<p>For non-binary children – who don’t feel like a boy or a girl – school brings a more complex set of difficulties.</p>
<p>One parent talked about a lucky dip at the school fete with boy or girl gifts. They said this signals to their child “I have to be one of these things or the other” and “tells my kid that they don’t fit in the world”.</p>
<h2>3. Support for educators</h2>
<p>Research shows having <a href="https://doi.org/10.1080/14681811.2016.1273104">teachers who are positive about gender diversity</a> is crucial for the wellbeing of trans students. </p>
<p>My interviews also suggested responses to trans kids often depend on individual educators and schools. Many preschool educators were supportive and “totally fine to change pronouns, like immediately”. But as one parent told the study, one educator reportedly said: “I’m not going to play this name game” and refused to use a child’s new name. </p>
<p>Some school teachers did make a difference. One wellbeing officer “put out all the uniforms and said, ‘which one would you like to wear?’”</p>
<p>At a schools sports day one trans boy was allowed to compete with the boys. As his parent said:</p>
<blockquote>
<p>he’s never been a sporty kid. He came last and everything, but it made him really happy to to be in with the boys.</p>
</blockquote>
<p>Another teacher was “fantastic” but “a bit old school” saying “I’ve got no idea what to do, what to call her, what to say. I’m really out to sea here.”</p>
<p>This suggests both early education and school teachers need access to <a href="https://westernsydney.edu.au/gsds/educator_resources">education and resources</a>, so whether students get support isn’t left up to chance.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/its-kind-of-suffocating-queer-young-australians-speak-about-how-they-feel-at-school-and-what-they-think-of-politicians-187010">'It's kind of suffocating': queer young Australians speak about how they feel at school and what they think of politicians</a>
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<h2>What should schools do differently?</h2>
<p>Schools should take the lead from early learning environments and stop “sorting” students based on gender. </p>
<p>This could mean:</p>
<ul>
<li><p>having a range of uniform items children can select from as some schools already do</p></li>
<li><p>more all-gender toilet facilities, where privacy is protected for all students</p></li>
<li><p>preferred names and pronouns should be easy to change in school systems and teachers should use these.</p></li>
</ul>
<p>Teachers also need access to resources and information so they can confidently have conversations about gender. This needs to be part of a <a href="https://doi.org/10.1080/15532739.2017.1355648">whole-of-school approach</a> to supporting trans students and their families.</p><img src="https://counter.theconversation.com/content/223859/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Cris Townley is a member of the advocacy network Parents for Trans Youth Equity (P-TYE).</span></em></p>Children are often allowed to freely explore their identities in early childhood services. But when they get to school, they are categorised as ‘boys’ or ‘girls’.Cris Townley, Postdoctoral research fellow, Western Sydney UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2162822023-11-15T17:44:30Z2023-11-15T17:44:30ZHomeless mothers in England spend up to £300 per month on buses to get their children to school<p>When women with children are made homeless – usually by either rent arrears, after no-fault evictions or domestic violence – they are often moved into temporary accommodation. The latest figures from the Department for Levelling Up, Housing and Communities <a href="https://www.gov.uk/government/statistical-data-sets/live-tables-on-homelessness#statutory-homelessness-live-tables">reveal</a> there are presently 104,510 households and 131,000 children living in temporary accommodation in England. </p>
<p>Sometimes this lack of a permanent place to call home is not so temporary. In Greater Manchester, specifically, homeless families spend on average <a href="https://sharedhealthfoundation.org.uk/wp-content/uploads/2021/09/Homeless-Families-The-Gold-Standard.pdf">two years</a> in temporary accommodation. During that period, they can be moved multiple times, at very short notice and across boroughs. </p>
<p>For children experiencing homelessness, school is often seen as the <a href="https://assets.childrenscommissioner.gov.uk/wpuploads/2019/08/cco-bleak-houses-report-august-2019.pdf">one steady, safe environment</a>. And yet, being moved to temporary accommodation can often cause extensive disruption to schooling too. In 2023, the homelessness charity, <a href="https://tfl.ams3.cdn.digitaloceanspaces.com/media/documents/Still_Living_in_Limbo.pdf">Shelter</a>, surveyed 1,112 respondents living in temporary accommodation. It found that almost half (47%) of families surveyed with school-age children had needed to change their schools due to being moved far from their previous home. One in five (19%) children had to travel more than an hour to get to school. </p>
<p>Our <a href="https://sharedhealthfoundation.org.uk/publications/the-debt-trap-report/">new report</a>, published in collaboration with the <a href="https://sharedhealthfoundation.org.uk">Shared Health Foundation</a>, shows that some homeless families are spending up to one quarter of their monthly income – as much as £300 – on bus travel. Gaps in eligibility criteria – or the inability to complete applications – mean that people living in temporary accommodation are often unable to access financial support for what the UK government calls <a href="https://www.gov.uk/government/publications/home-to-school-travel-and-transport-guidance">“home-to-school travel”</a>. Free school bus passes for compulsory school-age children are one of the clearest examples of this. </p>
<h2>How homeless families rely on bus travel</h2>
<p>Nationally, free bus passes are available to both children eligible for free school meals and those whose families are in receipt of the maximum level of working tax credit. But this eligibility only extends to children attending their “nearest qualifying school”. Oldham council, for example, <a href="https://www.oldham.gov.uk/homepage/1407/mainstream_home_to_school_transport_and_college_transport_policy.html">defines</a> this as the nearest council-maintained school or educational establishment with places available, that caters to the age, ability, aptitude and any special educational needs of the child.</p>
<p>There are exemptions to this, mainly on the basis of children attending schools further away on religious grounds. These <a href="https://www.oldhamconnect.uk/Pages/Download/9b7ff1eb-28d7-4b1a-bc63-ca57f6d5441e/PageSectionDocuments">exemptions</a>, however, often do not apply to children who have been placed in temporary accommodation far from their schools. </p>
<p>In other words, the “nearest qualifying school” would be a school near to the child’s new temporary accommodation – to get the free school bus pass, the child would have to move to that school. If parents do not want to move children, out of concern that further disruption will be bad for them, the family – some of the country’s most vulnerable and indebted families – will have to pay large amounts of money for bus travel. </p>
<p>Between May 2022 and October 2023 we interviewed 13 women who all resided in Greater Manchester and had been made homeless with their children. They had lived in temporary accommodation and had experienced rental debt, council tax debt and other personal debts. </p>
<p>We also interviewed local frontline staff, councils, support workers and integrated service charities.</p>
<p>Our interviewees told us of the considerable logistical, financial and emotional burdens of maintaining stability in their children’s schooling. However, they all had little sense of how long they would be able to stay in their current temporary accommodation. </p>
<p>For homeless families, moving children to schools local to their current temporary accommodation is highly risky. They may only be in the area for a short period. </p>
<p>One woman we interviewed, Casho (not her real name) became homeless, with her three children, after experiencing domestic violence. Bus travel was crucial to ensuring her children stay in their existing schools and not miss out on education. But in order for each to reach their schools the family was forced to take multiple buses – 18 single bus journeys, daily. </p>
<p>Casho’s children were eligible for the free school bus passes. But to apply she needed to pay for passport photos and the wait between applying and receiving the pass could be weeks long. Casho did not have the money for passport photos so had not even been able to apply when we spoke with her.</p>
<p>For all the parents we interviewed, low income levels and debts owed meant that any additional payment – no matter how small – could be the difference between, say, getting the children to school, or being able to afford to put the heating on. </p>
<p>As Casho put it: “Sometimes food’s running out. But the bus, I need to buy a pass again.” Until she was able to sort out the free school bus passes, she was having to spend £280 per month on bus journeys: more than a quarter of her total monthly income on school transport. </p>
<p>Casho has started to bid for a permanent property. Ideally, this would be within walking distance of her children’s schools – though that is unlikely, given the extremely limited choice of social housing in the area. </p>
<p>No child should be expected to move schools simply because transport is unaffordable. And no borough in the country should be without formal provision for transport in place for those adults and children living in temporary accommodation. And yet, although <a href="https://consult.education.gov.uk/home-to-school-transport-and-admissions-team/home-to-school-travel-and-transport-statutory-guid/supporting_documents/Draft%20statutory%20guidance%20%20Home%20to%20school%20travel%20and%20transport%20for%20children%20of%20compulsory%20school%20age.pdf">under consultation in 2019</a>, it is currently not <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1165730/Travel_to_school_for_children_of_compulsory_school_age.pdf">government guidance</a> to include free travel in a local authority’s home-to-school travel policy for a child who has been forced to move into temporary accommodation or a refuge. </p>
<p>Unless such guidance is made statutory, and the financial means provided to institute it, the country’s most vulnerable children will continue to suffer the consequences.</p><img src="https://counter.theconversation.com/content/216282/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Katherine Brickell receives funding from the Urban Studies Foundation and the British Academy for this research.</span></em></p><p class="fine-print"><em><span>Mel Nowicki receives funding from the Urban Studies Foundation for this research.</span></em></p>Homeless families rehoused in temporary are bearing the brunt of the high travel costs and policies ill-designed to accommodate their specific needs.Katherine Brickell, Professor of Urban Studies, King's College LondonMel Nowicki, Senior Lecturer in Urban Geography, Oxford Brookes UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2141542023-11-08T19:10:35Z2023-11-08T19:10:35ZWhen do kids learn to read? How do you know if your child is falling behind?<figure><img src="https://images.theconversation.com/files/558231/original/file-20231108-15-umy0hf.jpg?ixlib=rb-1.1.0&rect=8%2C44%2C5982%2C3943&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/positive-black-boy-reading-fairytale-with-bright-pictures-6437460/">Marta Wave/Pexels </a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span></figcaption></figure><p>Learning to read is one of the most important parts of early schooling. But there is ongoing and arguably increasing concern too many Australian children are falling behind in reading. </p>
<p>This year’s NAPLAN results alarmingly show almost <a href="https://www.acara.edu.au/reporting/national-report-on-schooling-in-australia/naplan-national-results">one in three</a> Australian children don’t meet the expected standard in Year 3.</p>
<p>What are the expectations around when children learn to read and how should their progress be monitored?</p>
<h2>When do children start to learn to read?</h2>
<p>In Australia, school is where formal reading instruction begins. So most children start to learn to read at age five or six.</p>
<p>In some countries children won’t begin to learn to read until seven because they start school later, while in other countries they might start at age four.</p>
<p>There is no optimal age to start to learn to read and beginning the process before a child reaches school age <a href="https://www.psychologytoday.com/us/blog/reading-minds/201711/precocious-reading">does not necessarily give them an advantage</a>. </p>
<p>But once school begins, children should be taught about the sounds that letters typically make (for example, the letter t makes the “t” sound). After a few months of continuous instruction, they should be able to use the letter sounds they’ve been taught to read simple words that use these same letter sounds. </p>
<p>This doesn’t mean your child should be reading fluently by the end of their first year, but they should be able to remember and use what they have practised at school to read some simple words and text. </p>
<h2>What should I do before they start school?</h2>
<p>Parents can help prepare their child to learn to read before they reach school age.</p>
<p>One of the most reliable predictors of learning to read well is a <a href="https://www.tandfonline.com/doi/full/10.1080/10573569.2012.702040">strong spoken vocabulary</a>, so explaining what words mean and discussing a range of topics with your child is an excellent start. </p>
<p>Reading <a href="https://www.tandfonline.com/doi/full/10.1080/10888438.2018.1435663">with your child</a> is another way to boost their vocabulary. Learning to read relies on a foundation of children learning the connections between letters and sounds. So when parents teach children to <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01923/full">pay attention to letters and sounds in words</a>, it helps them to learn to break the code.</p>
<p>Having books available to children to explore on their own (and with your help) may also increase their interest in learning to read. </p>
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Read more:
<a href="https://theconversation.com/10-ways-to-get-the-most-out-of-silent-reading-in-schools-123531">10 ways to get the most out of silent reading in schools</a>
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<h2>Many kids take time to learn</h2>
<p>Even if you have lots of books at home and read together, there is natural variation in how quickly children learn to read. Some children learn the connections between letters and sounds quickly and form memories of written words after only a few attempts at reading them. </p>
<p>But many children take longer to learn and require more practise and support.</p>
<p>The reasons some children don’t learn to read as well as others are often complex. </p>
<p>For example, one child may need more practice making the connections between letters and sounds than others. Another may have limited spoken language skills and need additional support to improve their sensitivity to the sounds of language or develop their understanding of what words mean.</p>
<p>It is important for parents to know that having difficulty with learning to read does not say anything about their child’s intelligence. Reading difficulties can impact children with a <a href="https://psychology.org.au/for-members/publications/inpsych/2021/november-issue-4/specific-learning-disability">wide range</a> of intellectual abilities and intelligence is not a criterion for diagnosing a reading difficulty. </p>
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<img alt="A mother and two young children sit together reading a book." src="https://images.theconversation.com/files/557647/original/file-20231106-25-pv2on.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/557647/original/file-20231106-25-pv2on.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=406&fit=crop&dpr=1 600w, https://images.theconversation.com/files/557647/original/file-20231106-25-pv2on.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=406&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/557647/original/file-20231106-25-pv2on.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=406&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/557647/original/file-20231106-25-pv2on.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=510&fit=crop&dpr=1 754w, https://images.theconversation.com/files/557647/original/file-20231106-25-pv2on.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=510&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/557647/original/file-20231106-25-pv2on.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=510&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Reading with your child can help boost their vocabulary.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/children-reading-a-book-with-their-mother-7105613/">Kinder Media/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
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<h2>How do I know if my child needs more help?</h2>
<p>Schools and teachers should routinely monitor children’s reading progress. This is particularly important during the first three years of school but should continue throughout the primary school years. </p>
<p>There are <a href="https://www.motif.org.au">free and reliable tests</a> to <a href="https://dibels.uoregon.edu/materials/dibels-australasian">assess</a> reading skills. </p>
<p>If a consistent gap is identified within the first year at school, a child should be offered additional help and opportunities for practise both at school and at home. It’s important to note gaps in reading achievement should be filled <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4610292/">when the gap is small</a>, rather than taking a “wait and see” approach that allows the gap to widen and for the child to fall further behind.</p>
<p>If you are concerned your child is finding it difficult to learn to read even after several months of intensive additional support, an expert assessment by a reading clinician is an important step. </p>
<p>Parents can find professional help for learning difficulties in Australia by visiting <a href="https://auspeld.org.au/about/">AUSPELD</a>, which supports children and adults with learning difficulties. </p>
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<strong>
Read more:
<a href="https://theconversation.com/some-kids-with-reading-difficulties-can-also-have-reading-anxiety-what-can-parents-do-215438">Some kids with reading difficulties can also have reading anxiety – what can parents do?</a>
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<img src="https://counter.theconversation.com/content/214154/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>NAPLAN results alarmingly show almost one in three Australian children don’t meet the expected standard in Year 3.Tina Daniel, Researcher and Lecturer, Australian Centre for the Advancement of Literacy, Australian Catholic UniversitySigny Wegener, Lecturer, Australian Centre for the Advancement of Literacy, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2118262023-08-21T03:14:31Z2023-08-21T03:14:31ZIt’s Book Week but your child is too anxious to take part. 5 expert tips to save the day<figure><img src="https://images.theconversation.com/files/543382/original/file-20230818-29-6ttzir.jpg?ixlib=rb-1.1.0&rect=1%2C1%2C997%2C664&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/search/harry-potter-costume">Brothers Art/Shutterstock</a></span></figcaption></figure><p><a href="https://cbca.org.au/cbca-book-week">Book Week</a> is here again. Around Australia, parents of primary school-aged children are coming up with costumes, so their kids can take part in parades. </p>
<p>Some kids are going to love wearing costumes and showing them off to classmates and teachers. </p>
<p>But, what if after all that effort, your child doesn’t want to wear their costume? Or, they get to school and nerves take over.</p>
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Read more:
<a href="https://theconversation.com/book-week-its-not-the-costume-that-matters-but-falling-in-love-with-reading-188748">Book Week: it's not the costume that matters, but falling in love with reading</a>
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<h2>3 things not to do</h2>
<p><strong>1.</strong> Plan an extravagant costume without your child’s input. It can be helpful to <a href="https://raisingchildren.net.au/school-age/connecting-communicating/communicating/communicating-well-with-children">engage your a child</a> in decision-making and problem solving when they are calm. </p>
<p><strong>2.</strong> Keep your child home. <a href="https://doi.org/10.1146/annurev.clinpsy.032408.153628">Avoidance</a> can make anxiety worse. And, avoidance sends the message that the Book Week parade is definitely something to fear. </p>
<p><strong>3.</strong> Get angry and upset with your child. While you might feel annoyed or disappointed, kids <a href="https://doi.org/10.1016/S0272-7358(96)00040-2">learn from our reactions</a>. And, we don’t want to teach them talking about feelings is a bad thing.</p>
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Read more:
<a href="https://theconversation.com/kids-driving-you-crazy-try-these-science-backed-anger-management-tips-for-parents-194163">Kids driving you crazy? Try these science-backed anger management tips for parents</a>
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<h2>Why kids might not want to take part in the school parade</h2>
<p>It could be they are feeling anxious about looking silly in their costume. Maybe they are worried no one will know their Book Week character. Perhaps, they are concerned other kids will make fun of them. </p>
<p>About <a href="https://www.aihw.gov.au/reports/children-youth/australias-children/contents/health/children-mental-illness">6.9% of Australian children</a> and adolescents have a diagnosed anxiety disorder, with <a href="https://www.health.gov.au/sites/default/files/documents/2020/11/the-mental-health-of-children-and-adolescents_0.pdf">past surveys</a> showing 2.3% experience social anxiety. Yet these figures only include those who qualify for a diagnosis. Many other children have difficulties with worries and fears that might not be interfering with their daily life. </p>
<p>Anxiety is a normal human emotion evoked when we think there is an imminent threat. But, it can be hard to know what to do to <a href="https://raisingchildren.net.au/toddlers/health-daily-care/mental-health/anxiety-in-children#how-to-support-children-with-anxiety-nav-title">support kids who are feeling anxious</a>.</p>
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Read more:
<a href="https://theconversation.com/anxiety-can-look-different-in-children-heres-what-to-look-for-and-some-treatments-to-consider-189685">Anxiety can look different in children. Here's what to look for and some treatments to consider</a>
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<h2>5 ways to support your child</h2>
<p>So, what can parents or carers do? Here are some helpful tips. </p>
<h2>1. Get input from kids early and often</h2>
<p>Follow your child’s lead for a costume idea or give options so they can feel they have a choice in what they will wear. Even if it’s a simple choice like “do you want to wear the red shirt or the green shirt?” Choices help us to feel in control.</p>
<h2>2. Play ‘thought detective’ with your child</h2>
<p>Often, we can believe worried thoughts are true. But there are often more realistic ways to look at the situation. You can ask questions to help your child come up with alternative ways of thinking about the upcoming parade. Could the feelings be re-framed as excitement? Or freedom from uniforms or usual school clothes? You can also help your child understand what to expect. This might assist with worries they will be the only kid in a costume or that they won’t know what to do.</p>
<h2>3. Encourage your child to take small steps</h2>
<p>You want to encourage your child to be <a href="https://raisingchildren.net.au/toddlers/health-daily-care/mental-health/anxiety-stepladder-approach">slightly out of their comfort zone</a>, but not completely overwhelmed. Maybe it’s wearing their normal clothes and holding a picture of a character from a book. Perhaps it’s a hat or mask? Perhaps they feel brave enough to wear a costume, but not do the parade. Of course, if they get to school and feel ready to do the parade, then encourage them to do so. By <a href="https://doi.org/10.1016/j.brat.2021.103982">facing fears</a>, it gives children a chance to experience whether their worries come true or not. And, often, worries don’t come true.</p>
<h2>4. Use rewards to help motivation</h2>
<p><a href="https://raisingchildren.net.au/toddlers/connecting-communicating/connecting/praise">Rewards</a> help motivate children to do things they might not otherwise want to do. Rewards could be stickers, food treats, a small toy, high fives or some special time together. Your child might be willing to do the parade if they know that they will get extra special time with you. This could be time playing a favourite game, going to the park with you, or time together reading a favourite book. </p>
<h2>5. Practise calming strategies</h2>
<p>When a child feels anxiety in their body, they will experience physical sensations. This may mean they feel like they want to run away from the situation, freeze or even have an emotional outburst. This might happen before going to school or at the time of the parade. Parents can help kids by using calming strategies, such as taking <a href="https://www.rch.org.au/uploadedFiles/Main/Content/rheumatology/Breathing_and_relaxation_strategies.pdf">big breaths</a> or counting. </p>
<p><div data-react-class="InstagramEmbed" data-react-props="{"url":"https://www.instagram.com/p/Chn0GUivx8i","accessToken":"127105130696839|b4b75090c9688d81dfd245afe6052f20"}"></div></p>
<h2>Treatment for anxiety in kids</h2>
<p>If anxiety keeps interfering with your child’s life, there are <a href="https://doi.org/10.1007/s10578-022-01351-6">treatments</a> that can help to reduce symptoms. It can be worth talking to a professional to get them early support. </p>
<p>You can get support from the school counsellor, your GP, a private psychologist or even an <a href="https://www.triplep-parenting.net.au/au/free-parenting-courses/fear-less-triple-p-online/">online treatment program</a>. </p>
<p><a href="https://doi.org/10.1007/s10578-021-01309-0">Parents</a> and carers are important people in children’s lives. <a href="https://doi.org/10.1007/s10802-016-0180-6">How you react</a> to your child’s anxiety can really help them as they grow and develop. </p>
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Read more:
<a href="https://theconversation.com/i-think-my-child-has-anxiety-what-are-the-treatment-options-199098">I think my child has anxiety. What are the treatment options?</a>
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<p class="fine-print"><em><span>Frances Doyle receives funding from National Health and Medical Research Council's Medical Research Future Fund. </span></em></p>You stayed up all night to make a Book Week costume – but now your child won’t wear it. In fact they don’t want to go at all. Here are some ideas to try.Frances Doyle, Senior Lecturer in Clinical Psychology, Western Sydney UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2070632023-06-20T13:12:31Z2023-06-20T13:12:31ZEngland’s plan to introduce east Asia-style maths textbooks widely rejected by primary schools<figure><img src="https://images.theconversation.com/files/531598/original/file-20230613-26-m9x1lj.jpg?ixlib=rb-1.1.0&rect=0%2C23%2C5184%2C3422&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/group-school-children-can-be-seen-298453535">DGLimages/Shutterstock</a></span></figcaption></figure><p>Prime Minister Rishi Sunak recently <a href="https://www.gov.uk/government/news/prime-minister-outlines-his-vision-for-maths-to-18#:%7E:text=Prime%20Minister%20Rishi%20Sunak%20outlines,skills%20they%20need%20to%20succeed.&text=We%20must%20change%20our%20anti,today%20%5BMonday%2017%20April%5D">outlined a plan</a> to improve maths skills in England, which will see young people study the subject at school until they are 18. This sounds straightforward but it’s worth considering how tricky new educational policy is to get right. </p>
<p>Take, for example, a previous attempt by the UK government to improve children’s maths skills. In 2016, a multi-million pound initiative was launched offering more than 8,000 primary schools in England funding to buy maths textbooks featuring teaching methods based on those used in some east Asian countries.</p>
<p>We don’t yet know if the schools who used the textbooks saw any effect on their pupils’ attainment. The results of SATs – tests taken at the end of primary school – haven’t been published since 2019 due to the COVID pandemic.</p>
<p>However, <a href="https://research.brighton.ac.uk/en/publications/the-prevalence-and-use-of-textbooks-and-curriculum-resources-in-p">my research with colleagues</a> shows this initiative, which ran until the 2021-22 academic year, was not widely popular with teachers and school leaders – and that the majority of English primary schools did not take up the funding. Of those that did, more than a third have subsequently stopped using the textbooks completely.</p>
<p>Data suggests that on average, children in England do pretty well at maths compared with other countries. The <a href="https://timss2019.org/reports/achievement/#math-4">latest international study</a> shows the performance of England’s nine- to ten-year-olds has increased steadily, now ranking eighth out of 58 jurisdictions. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/530566/original/file-20230607-19-idyoc2.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Chart showing England's international standing in mathematics attainment for nine- to ten-year-olds, with England in eighth position and well above the centerpoint for all jurisdictions." src="https://images.theconversation.com/files/530566/original/file-20230607-19-idyoc2.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/530566/original/file-20230607-19-idyoc2.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=330&fit=crop&dpr=1 600w, https://images.theconversation.com/files/530566/original/file-20230607-19-idyoc2.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=330&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/530566/original/file-20230607-19-idyoc2.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=330&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/530566/original/file-20230607-19-idyoc2.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=414&fit=crop&dpr=1 754w, https://images.theconversation.com/files/530566/original/file-20230607-19-idyoc2.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=414&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/530566/original/file-20230607-19-idyoc2.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=414&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">England’s international standing in mathematics attainment for nine- to ten-year-olds (data extracted from TIMSS 2019 report).</span>
<span class="attribution"><span class="source">Author created from publicly available data.</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
</figcaption>
</figure>
<p>But challenge lies behind the averages. England has one of the <a href="https://theconversation.com/maths-challenge-england-has-one-of-the-biggest-gaps-between-high-and-low-performing-pupils-in-the-developed-world-88678">largest gaps in the world</a> between the highest and lowest performers, and a <a href="https://www.nottingham.ac.uk/research/groups/crme/documents/maths-pipeline-report.pdf">persistent gap in maths attainment</a> between pupils from disadvantaged and non-disadvantaged backgrounds.</p>
<p>Wanting to change these patterns for our youngest learners, the government looked to the teaching practices of the highest performers internationally – predominantly east Asian regions – to see what England could “borrow”. </p>
<p>Several <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/773320/MTE_main_report.pdf">exchange projects</a> later saw the “<a href="https://theconversation.com/explainer-what-is-the-mastery-model-of-teaching-maths-25636">mastery</a>” teaching approach <a href="https://www.mdpi.com/2227-7102/8/4/202">pushed in English primary schools</a>. The mastery method breaks learning down into small blocks and requires that a pupil is competent in a topic before they can move on to another. </p>
<p>Schools minister Nick Gibb <a href="https://www.gov.uk/government/news/south-asian-method-of-teaching-maths-to-be-rolled-out-in-schools">announced extended funding</a> in 2016 supporting this push, with a central strand being provision for around 8,000 eligible schools to purchase maths textbooks through matched-funding grants of £2,000.</p>
<p>Schools could choose from two government-approved <a href="https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/textbooks/">textbook schemes</a>: <a href="https://mathsnoproblem.com/">Maths – No Problem!</a> and <a href="https://www.pearson.com/international-schools/british-curriculum/primary-curriculum/power-maths.html">Power Maths</a>. Each scheme included physical textbooks, workbooks for pupils to write in (which must be renewed each year), and subscription-accessed online material including lessons and teacher guides.</p>
<p>To assess the popularity and effectiveness of this approach, we distributed a <a href="https://research.brighton.ac.uk/en/publications/the-prevalence-and-use-of-textbooks-and-curriculum-resources-in-p">nationwide survey</a> to all 17,038 state primary schools in England in 2021-22. We received 664 responses, a representative sample. We wanted to find out more about the resources teachers were using to teach maths and how far this included the government-approved mastery textbooks. </p>
<p>We were taken aback to discover that more than 100 different maths resources are in use in primary schools across England. These vary from complete schemes to topic-focused resources, from online to physical and from free to pay-per-view. </p>
<p>We also found that teachers spend considerable time sourcing and adapting material, with more than a third of primary teachers spending their own money purchasing resources. This clearly clashes with the government aspiration that schools should move to teaching predominantly through textbooks.</p>
<h2>A mismatched approach</h2>
<p>Our survey found that two-thirds of the schools eligible for textbook funding under the scheme launched in 2016 did not take it up. While some were unaware they were eligible, others made a resolved choice not to participate. </p>
<p>Participants from these schools told us of an ideological dislike of textbook-based teaching. A quarter of schools felt they couldn’t meet the matched-funding element, or the ongoing costs. This shouldn’t come as a surprise, given that <a href="https://ifs.org.uk/publications/school-spending-and-costs-coming-crunch">costs to schools are growing more quickly</a> than previously experienced.</p>
<p>Of greater concern – especially looked at from a value-for-money perspective – was that 37% of primary schools that took up the funding have since completely stopped using the textbooks. A further 24% are only using the purchased textbook schemes in a partial way – for example, still using the physical textbooks but not purchasing pupil workbooks or renewing their online subscriptions to support materials.</p>
<p>In all, only just over 10% of primary schools that were eligible for the textbook scheme took it up and are still using it in full.</p>
<p><strong>Summary of our survey results:</strong></p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/531704/original/file-20230613-2513-ghz533.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Infographic illustrating percentages outlined in previous paragraph." src="https://images.theconversation.com/files/531704/original/file-20230613-2513-ghz533.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/531704/original/file-20230613-2513-ghz533.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=278&fit=crop&dpr=1 600w, https://images.theconversation.com/files/531704/original/file-20230613-2513-ghz533.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=278&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/531704/original/file-20230613-2513-ghz533.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=278&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/531704/original/file-20230613-2513-ghz533.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=349&fit=crop&dpr=1 754w, https://images.theconversation.com/files/531704/original/file-20230613-2513-ghz533.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=349&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/531704/original/file-20230613-2513-ghz533.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=349&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><span class="source">Author created from survey data</span></span>
</figcaption>
</figure>
<p>The government’s shift to <a href="https://www.nytimes.com/2017/08/05/world/asia/china-textbooks-britain.html">learning from the east Asian education system</a> was a complete about-turn. It meant importing practices that sat at odds with primary school approaches in England, where teachers look after all needs of their class, rather than being subject specialists.</p>
<p>Textbooks, particularly in primary maths, have <a href="https://www.cambridgeassessment.org.uk/Images/181744-why-textbooks-count-tim-oates.pdf">not been popular</a> in primary schools for some time. As well as being costly, they can be seen as <a href="https://www.sciencedirect.com/science/article/pii/S0738059307000685#aep-section-id18">a threat to professional identity</a> by taking away teacher control.</p>
<p>Our research underlines that we need a solid understanding of how maths teaching is done in England before adding in any new initiatives or policy – not only what’s happening in classrooms, but the complex reasons behind why it is happening. We hope governments learn from the inefficient administration reported here before implementing further new or borrowed policies.</p><img src="https://counter.theconversation.com/content/207063/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Rachel Marks received funding for this project from The Nuffield Foundation. She is affiliated with the University of Brighton and was supported in this research by Dr Nancy Barclay and Dr Alison Barnes.</span></em></p>Our research found a multi-million pound scheme to boost maths learning was under-used and had minimal impact on practice.Rachel Marks, Principal Lecturer in Mathematics Education (Primary), University of BrightonLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2050822023-05-18T16:36:02Z2023-05-18T16:36:02ZShould your summer-born child start school later? Here’s what the research says<figure><img src="https://images.theconversation.com/files/526544/original/file-20230516-23718-kxz9ic.jpg?ixlib=rb-1.1.0&rect=7%2C7%2C4985%2C3308&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/parent-take-child-school-pupil-primary-1131281738">Sharomka/Shutterstock</a></span></figcaption></figure><p>If you have a child born in the summer, the prospect of starting school can pose a conundrum. In <a href="https://www.gov.uk/government/publications/summer-born-children-school-admission/summer-born-children-starting-school-advice-for-parents">England</a>, for example, children typically start school in the September after they turn four, which for some can mean just a few months, weeks or even days later.</p>
<p>But if your child was born between April and August, you have the option to delay entry until year one, in line with compulsory school starting age of five. However, this means that they would miss the first formal year of education (reception). </p>
<p>You can also apply to your local authority for your child to enter school a year after their peer group – meaning your child will enter reception class the September after they turn five, and will be taught out of their <a href="https://www.gov.uk/government/publications/summer-born-children-school-admission/summer-born-children-starting-school-advice-for-parents">peer group</a>. A government survey of 62 local authorities found that 88% of requests to delay from 2018 to 2019 <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/904411/Delayed_school_admissions_for_summer_born_pupils_Research_report_September_2019.pdf">were granted</a>.</p>
<p>So how do you know whether your child should start school at four, or delay entry? One thing to consider is what research tells us about the experience of summer-born children. For example, much evidence points to the advantages of summer-born children starting reception when they are five. </p>
<p>However, it’s also important to remember that every child and their family have different circumstances, and later entry may not be the most suitable approach for your child’s experiences and potential.</p>
<p><a href="https://ifs.org.uk/publications/when-you-are-born-matters-evidence-england">We know</a> that summer-born children are less likely to do well academically, socially and emotionally, especially in the first few years of school. </p>
<p>There are also issues related to the fact that curriculum for the early years of primary school in England has seen an increased “schoolification” in recent years. This means that there is a greater emphasis on formal styles of teaching and assessment. </p>
<p>The <a href="https://discovery.ucl.ac.uk/id/eprint/1476041/1/baseline-assessment--final-10404.pdf">reception baseline assessment</a>, made statutory in 2021, is an example of this: children are tested in maths and English during the first six weeks of reception class. Due to this timing, summer-born children are very young when they are assessed and so could be put at a disadvantage for reasons we’ll explain.</p>
<h2>Time to mature</h2>
<p>Putting back your child’s entry into school so they enter reception at five may have several advantages. This could mean children have more time to mature and develop to the same level as older peers. This in turn could result in a better transition into reception, a more positive learning experience during reception, and more successful developmental and assessment outcomes in the first year of school. </p>
<p>Research has shown that summer-born children who enter school shortly after they turn four often have <a href="https://www.researchgate.net/publication/277724901_Younger_children_experience_lower_levels_of_language_competence_and_academic_progress_in_the_first_year_of_school_Evidence_from_a_population_study">lower levels</a> of language and behavioural development. These lower levels may then be mismatched with the curriculum and social demands of the classroom. </p>
<p><a href="https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/berj.3771">Research has found</a> that in the <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1109972/Early_Years_Foundation_Stage_profile_2023_handbook.pdf">early years foundation stage profile</a> (an assessment of children’s development carried out by teachers at the end of the reception year), August-born children were on average 30% less likely to be attributed a “good level of development” compared to children born in September.</p>
<p>Because summer-born children are held to the same academic expectations as their classmates, teachers may compare them with older, more developed peers. This could lead to summer-born children’s <a href="https://www.researchgate.net/publication/322640437_A_small-scale_exploratory_study_of_educator%27s_perceptions_and_expectations_of_summer-born_children_in_the_reception_classes_of_three_English_primary_academies_and_the_strategies_used_to_support_them">ability being underestimated</a>, which may also influence the assessment outcomes they receive during the reception year. </p>
<figure class="align-center ">
<img alt="Children in uniform walking away from camera" src="https://images.theconversation.com/files/526546/original/file-20230516-27-klsz1k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/526546/original/file-20230516-27-klsz1k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/526546/original/file-20230516-27-klsz1k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/526546/original/file-20230516-27-klsz1k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/526546/original/file-20230516-27-klsz1k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/526546/original/file-20230516-27-klsz1k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/526546/original/file-20230516-27-klsz1k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Summer-born children may be at a disadvantage when compared to older children in the same year group.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/group-diverse-kindergarten-students-walking-together-659275150">Rawpixel.com/Shutterstock</a></span>
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<p>However, there are also a number of drawbacks to putting back entry into reception by a year. Childcare is often one of the most important factors here. Although summer-born children are entitled to <a href="https://www.gov.uk/30-hours-free-childcare">30 hours of free childcare</a> until they turn five, you will still need to organise and often pay for childcare arrangements for the time they are <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/904411/Delayed_school_admissions_for_summer_born_pupils_Research_report_September_2019.pdf">not in school</a>.</p>
<p>There is also evidence to suggest that younger children who enter reception at four, may benefit from learning in a <a href="https://lubotsky.people.uic.edu/uploads/2/3/1/7/23178366/elder_lubotsky.pdf">classroom setting</a> and learn quicker in a formal setting than children who had been held back in pre-school.</p>
<h2>Ready for school?</h2>
<p>Decisions to delay school entry are often based on a child being “school ready”. This concept is rooted in the idea that there is a threshold of cognitive and social development milestones that a child must reach before they can learn effectively in school. Teaching professionals, early years settings, and parents aim to prepare children to engage and access <a href="https://www.researchgate.net/publication/355427250_%27What_works%27_and_for_whom_Bold_Beginnings_and_the_construction_of_the_school_ready_child">formal education</a>. </p>
<p>The access to and the quality of child’s pre-school education, as well as the nature of their home environment, play a major role in a child’s school readiness and <a href="https://discovery.ucl.ac.uk/id/eprint/10005308/1/EPPE12Sylva2004Effective.pdf">their educational attainment</a>. However, high quality learning experiences in both early years settings and home environment may not be accessible to all families and <a href="https://dera.ioe.ac.uk/id/eprint/18189/2/SSU-SF-2004-01.pdf">children</a>. </p>
<p>An important way to support your child’s school readiness is to give them the opportunity to engage in independent, child-centred, and open-ended <a href="https://www.importanceofplay.eu/wp-content/uploads/2019/11/Dr-David-Whitebread-The-importance-of-play-final.pdf">play-based</a> early learning experiences. For example, unstructured outdoor play, where children can choose what resources or games to play without direction from an adult. </p>
<p>These experiences allow children to develop the appropriate social, emotional, and language skills to <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/455670/RB455_Effective_pre-school_primary_and_secondary_education_project.pdf.pdf">thrive in school</a>. These skills are the building blocks for a child’s successful transition to formal learning, their ability to self-regulate behaviour in the classroom, and their engagement with the curriculum. </p>
<p>Every child has a unique set of early learning experiences and different levels of cognitive and social development by the time they enter school. They will therefore have a different level of perceived school readiness. </p>
<p>As their parent, you know your child best. A decision to put a summer-born child’s entry to reception back by a year should be based on when you believe your child is school ready, alongside considerations of whether school may be a better environment and a more practical alternative. </p>
<p><em>This article has been amended to avoid confusion with the practice of starting reception later in the school year than September, often known in England as “deferred entry”. It has also been amended to clarify that the figure of 88% of granted requests to start reception at age five refers to requests to the 62 local authorities who took part in a government survey.</em></p><img src="https://counter.theconversation.com/content/205082/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Maxime Perrott studies and works for University of Bristol. She receives funding from the Economic and Social Research Council (ESRC) </span></em></p><p class="fine-print"><em><span>Ioanna Bakopoulou receives funding from ESRC. </span></em></p><p class="fine-print"><em><span>Liz Washbrook is an academic at the University of Bristol. Her research has been funded by a variety of non-governmental associations interested in social equity, such as the ESRC, Save the Children and the Resolution Foundation. </span></em></p>The advantages and disadvantages of summer-born children entering school outside their peer group.Maxime Perrott, PhD Researcher and Graduate Teacher in Education, University of BristolIoanna Bakopoulou, Senior Lecturer in Psychology in Education, University of BristolLiz Washbrook, Associate Professor in Quantitative Methods, University of BristolLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2034082023-04-28T01:20:10Z2023-04-28T01:20:10ZFirst Nations students are engaged in primary school but face racism and limited opportunities to learn Indigenous languages<p>Aboriginal and Torres Strait Islander peoples’ school experiences are often inaccurately described through what researchers call “<a href="https://research.acer.edu.au/indigenous_education/43/#:%7E:text=Since%20the%20educational%20experiences%20of%20Aboriginal%20Australians%20are,to%20Indigenous%20early%20childhood%20education%20discourse%20is%20preferable.">deficit</a> perspectives”. This means their experiences are spoken about by others in ways that aren’t representative of lived experience.</p>
<p>It is rare to hear from Indigenous students and young people directly in research and reports.</p>
<p>Indigenous students, their parents and their teachers shared their experiences as part of the federal government’s ongoing “<a href="https://www.dss.gov.au/about-the-department/longitudinal-studies/footprints-in-time-lsic-longitudinal-study-of-indigenous-children">Footprints in Time</a>” study. Our research using this data set illuminates Indigenous primary school experiences. </p>
<p>Our findings show young Indigenous school students are engaged in their school lives. But they and their families still experience significant levels of racism and want more teaching of Indigenous culture and language. </p>
<p>Meanwhile, teachers say they do not have adequate training to value and teach Indigenous cultures in their classrooms.</p>
<h2>Our research</h2>
<p>Footprints in Time is also known as the <a href="http://www.dss.gov.au/lsic">Longitudinal Study of Indigenous Children</a>. Since 2008, it has followed the development of Indigenous children to understand what they need to grow up strong. </p>
<p>It involves annual waves of data collection and follows about 1,700 Aboriginal and Torres Strait Islander children living in urban, regional and remote locations. Interviewers have spoken with more than 1,200 of the original families for most of the study’s 15 years. </p>
<p>Our new primary school report has been produced as the majority of children in the study have now completed primary school. For this, we used data collected between 2009 and 2019.</p>
<p>Here are some of our early findings, ahead of our full report due to be released in mid-2023. </p>
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<h2>Students are engaged</h2>
<p>There is a prevailing assumption in education debates that school engagement is a <a href="https://www.abc.net.au/news/2021-07-05/community-engagement-indigenous-education-aboriginal-schools/100264344">struggle</a> for Indigenous students and their families.</p>
<p>Yet more than half of the children in this data set were very highly and consistently engaged with school right across the primary years. </p>
<p>Parents’ trust and engagement with schools was also high - with high rates of visiting the classroom (76%), attending school events (76%), talking to other parents (72%) and contacting the teacher (68%). </p>
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Read more:
<a href="https://theconversation.com/how-can-australia-support-more-aboriginal-and-torres-strait-islander-teachers-178522">How can Australia support more Aboriginal and Torres Strait Islander teachers?</a>
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<h2>Racism is a problem (despite what some teachers think)</h2>
<p>Our report found a disconnect between teachers’ approaches to cultural identity, the training they have received and racism experienced by parents and students. </p>
<p>Many teachers spoke of taking a “<a href="https://theconversation.com/when-it-comes-to-race-and-justice-colour-blindness-is-not-good-enough-106250">colourblind</a>” approach, with teachers having the general sense racism is not an issue in their classrooms.</p>
<p>As one teacher noted: </p>
<blockquote>
<p>I aim to treat each child the same as any other in terms of race. I also aim to teach this to my students. I emphasise that a colour or religion is not what makes us different.</p>
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<p>Another teacher stressed students were simply treated the “same” to foster a culturally inclusive classroom: </p>
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<p>We treat ALL students the same. Culturally our students don’t know they are different/same; five out of six are Aboriginal students.</p>
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<p>But this approach does not appear to be working. Almost a quarter (24%) of students said they had experienced racist bullying at school, while 22% of parents said they had experienced racism at their child’s school. </p>
<p>Meanwhile, 53% of teachers also said they had insufficient <a href="https://www.acecqa.gov.au/latest-news/blog/what-does-it-mean-be-culturally-competent">cultural competency</a> training. </p>
<p>Despite many schools noting that they celebrate Indigenous days of significance, 41% of parents surveyed reported no or limited representation of <a href="https://www.theguardian.com/commentisfree/2015/aug/12/australia-desperately-needs-more-indigenous-teachers-our-students-deserve-it">Indigenous teachers</a> or staff at their child’s school.</p>
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<strong>
Read more:
<a href="https://theconversation.com/racism-hits-indigenous-students-attendance-and-grades-48233">Racism hits Indigenous students' attendance and grades</a>
</strong>
</em>
</p>
<hr>
<h2>Time to change homework approaches?</h2>
<p>Teachers were asked what strategies they used to encourage parents to support children’s learning at home. Of more than 400 responses, homework was in the top three. This included weekly homework to revise what is taught in class, as well as readers and flash cards.</p>
<p>This was despite there being little evidence for academic <a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12374">benefits of homework</a> in the primary years. </p>
<p>When asked what they would like to change about school, children reported reduced homework. They also said they wanted to see less staff turnover, better play areas and less bullying. </p>
<h2>Opportunities to learn Indigenous languages</h2>
<p>While learning to read and write in Standard Australian English is important, so too are <a href="https://www.indigenous.gov.au/news-and-media/announcements/new-report-shows-importance-languages">Indigenous literacies and languages</a>. </p>
<p>Almost 90% of parents surveyed said they wanted their child to learn an Indigenous language at school, but only 21% of children had this opportunity. Most teachers (57%) reported their schools were not delivering an Indigenous language program.</p>
<p>There was also very little access to specialist language teachers in remote areas, despite the fact most children in the study who had an Indigenous language as their first language lived in remote regions. </p>
<p>Primary school teachers most frequently reported they would benefit from learning to teach Indigenous children successfully (61%), followed by learning about Indigenous culture in the local area (59%), and then learning to teach Indigenous knowledge appropriately (58%). </p>
<p>Roughly 18% of teachers were confident they had sufficient training. Overall, an average of 84% of teachers across the primary years said they felt they would benefit from some form of additional training. This reflects the words of one parent who shared their own experience at school: </p>
<blockquote>
<p>I was always proud to be Black, but we didn’t learn any (Indigenous) history.</p>
</blockquote>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/tradition-and-innovation-how-we-are-documenting-sign-language-in-a-gurindji-community-in-northern-australia-194524">Tradition and innovation: how we are documenting sign language in a Gurindji community in northern Australia</a>
</strong>
</em>
</p>
<hr>
<h2>What next?</h2>
<p>Our report highlights several areas where we can make positive – and necessary – changes. These include: </p>
<ul>
<li><p>improve <a href="https://www.aitsl.edu.au/docs/default-source/comms/cultural-competency/aitsl_indigenous-cultural-competency_discussion-paper_2020be37bf91b1e86477b58fff00006709da.pdf?sfvrsn=f0dfdb3c_2">cultural competency</a> training for teachers. This training is the responsibility of schools, policy makers, and universities alike</p></li>
<li><p>professional learning should explicitly address race-based bullying and <a href="https://theconversation.com/racism-hits-indigenous-students-attendance-and-grades-48233">racism</a>, providing teachers with clear strategies to put into practice</p></li>
<li><p>it is essential that teachers personally reflect on their approaches and how a “colourblind” approach may not be working</p></li>
<li><p>teachers should act to strengthen relationships with families and build opportunities for engagement with parents throughout the primary school years </p></li>
<li><p>we need to make Aboriginal and Torres Strait Island histories and cultures a national priority across the curriculum. It should be delivered fully and universally, regardless of location, and Aboriginal and Torres Strait Islander student numbers</p></li>
<li><p>homework policies across primary schools in Australia should be transparent and evidence-based. Consideration needs to be given as to whether homework is an engagement barrier for Indigenous children</p></li>
<li><p>the overall lack of provision of Indigenous language programs is of significant concern and a national plan to address this should be a top priority for government.</p></li>
</ul>
<h2>The National School Reform Agreement</h2>
<p>These priorities should be addressed in the next <a href="https://www.education.gov.au/recurrent-funding-schools/fact-sheets/national-school-reform-agreement#:%7E:text=The%20National%20School%20Reform%20Agreement%20%28National%20Agreement%29%20is,the%20greatest%20impact%20on%20driving%20improved%20student%20outcomes.">National School Reform Agreement</a>. </p>
<p>The agreement is a joint agreement between the Commonwealth, states and territories, designed to lift student outcomes in Australian schools. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1640991767544889344"}"></div></p>
<p>The current agreement will expire in December 2024. And the new one is now being <a href="https://theconversation.com/what-is-the-national-school-reform-agreement-and-what-does-it-have-to-do-with-school-funding-202847">examined by an expert panel</a>, with a report due in October. The government <a href="https://www.jasonclare.com.au/media/portfolio-media-releases/5431-expert-panel-to-inform-a-better-and-fairer-education-system">has asked it</a> to look at supporting students, student learning and achievement, attracting and retaining teachers and data collection.</p>
<p>Indigenous voices are key to improving each of these areas and should be central to future discussions.</p><img src="https://counter.theconversation.com/content/203408/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jessa Rogers receives funding from the Australian Research Council as a DECRA Fellow. She has previously received research funding from the AuDA Foundation. The Longitudinal Study of Indigenous Children: Primary School Report was funded through a competitive tender, commissioned by the Department of Social Services. </span></em></p><p class="fine-print"><em><span>Kate E. Williams has previously received funding from the Australian Research Council, National Health and Medical Research Council, and Queensland Department of Education. The Longitudinal Study of Indigenous Children: Primary School Report was funded through a competitive tender, commissioned by the Department of Social Services. Kate is affiliated with Play Matters Australia, currently holding the role of Executive Manager Operations for the company. She is an Adjunct Professor in the School of Early Childhood & Inclusive Education at the Queensland University of Technology.</span></em></p><p class="fine-print"><em><span>Kristin R. Laurens received funding from an Australian Research Council Future Fellowship (2018-2022), and has received funding from the National Health and Medical Research Council and Medical Research Future Fund. The Longitudinal Study of Indigenous Children Primary School Report was funded through a competitive tender, commissioned by the Department of Social Services.</span></em></p>The federal government-commissioned “Footprints in Time” study also found teachers say they do not have adequate training to value and teach Indigenous cultures.Jessa Rogers, First Nations Senior Research Fellow, Queensland University of TechnologyKate E. Williams, Adjunct Associate Professor, Queensland University of TechnologyKristin R. Laurens, Professor, Queensland University of TechnologyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1996762023-02-20T19:01:32Z2023-02-20T19:01:32ZMy child is in a composite class this year. Is this a good thing?<figure><img src="https://images.theconversation.com/files/510776/original/file-20230217-20-wx1x0o.jpg?ixlib=rb-1.1.0&rect=62%2C62%2C8245%2C5380&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Les Anderson/ Unsplash</span></span></figcaption></figure><p>The majority of classes in Australian primary school are made up of children from the same grade. The philosophy behind this is students of similar ages are grouped together to align with similar stages of learning development.</p>
<p>But composite classes – also called “multi-age” or “split year” – are also common. For example, <a href="https://data.cese.nsw.gov.au/data/dataset/multi-age-or-composite-classes-in-nsw-government-schools">in New South Wales last year</a>, one quarter of classes in state schools had composite groupings. These combine different grades into one class, usually two consecutive grades, say a Year 1 and a Year 2. </p>
<p>Parents <a href="https://hdl.handle.net/1959.11/14902">can be worried</a> when they hear their child is in a composite class. What does the research say? And what do teachers think about them? </p>
<h2>Why do we have composite classes?</h2>
<p>Composite classes are more common in smaller schools. Traditionally, classes are combined if there are small numbers of students, or uneven enrolment numbers across different year levels.</p>
<p>Another reason for composite classes is <a href="https://education.nsw.gov.au/about-us/our-people-and-structure/history-of-government-schools/facts-and-figures/class-size">changing teacher-student ratio needs</a> as students move through school. For example, in NSW classes are smaller in the first year of schooling, with a maximum of 20 students to one teacher. This teacher-student ratio decreases from Year 1. From Year 3 on, there can be a maximum of 30 students to one teacher.</p>
<p>But some schools create composite classes deliberately for social and educational benefits. This is part of a “stage-based” over an “age-based” whole-school approach to children’s progression through primary education.</p>
<p>It provides students with two years to achieve academic standards and learn at their own pace. The approach moves away from the idea composite classes are for the “leftover” or struggling students in the more senior year of a two-year combination (for example, a Year 2 and Year 3 combination).</p>
<h2>What does the research say?</h2>
<p>Research on composite classes reports mixed results. A 2019 <a href="https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3968&context=ajte">review of studies</a> on multi-age learning in small schools found “there is much disagreement in relation to academic outcomes”: </p>
<blockquote>
<p>with some studies suggesting no differences, others suggesting lowered outcomes, and still others suggesting increased outcomes for students in mixed-age settings.</p>
</blockquote>
<p>But there is general agreement composite classes can have <a href="https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3968&context=ajte">social and emotional benefits</a> for students. Students develop cooperation and understanding across age groups, and older students can develop leadership skills.</p>
<p>A <a href="https://www.researchgate.net/publication/251401930_Parents'_views_of_composite_classes_in_an_Australian_Primary_School">2006 Australian study</a> suggested parents are likely to react negatively when they hear their child is in a composite class. They worried about the stigma for older children being with younger ones. However, by the end of the year, parents ended up feeling comfortable with the class but only a small number (7%) decided their child was better off.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/whether-its-a-new-teacher-or-class-heres-what-to-do-when-your-child-is-not-loving-it-199288">Whether it's a new teacher or class – here's what to do when your child is not loving it</a>
</strong>
</em>
</p>
<hr>
<p>Research <a href="https://www.researchgate.net/publication/261879095_Class_size_and_academic_results_with_a_focus_on_children_from_culturally_linguistically_and_economically_disenfranchised_communities">also shows</a> the way students are grouped is not the most important factor. Rather it is the quality of the teaching, the overall school approach and mindset of the school community.</p>
<p>Studies <a href="https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3968&context=ajte">also note</a>, that if composite education is going to be successful, “a great deal of emphasis is placed on the teacher” and their experience with this type of teaching. </p>
<h2>Isn’t every class a composite class?</h2>
<p>Despite the dominant approach of grouping children of similar ages into one class, there will always be a range of learners or ages in any one classroom.</p>
<p>A typical “class” in the first year of formal schooling can be made up of children starting school at four, five and six. This means there can be an 18-month age range, and a multi-age class forms naturally.</p>
<p>Since 2015, the <a href="https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/">national curriculum</a> has provided literacy and numeracy “progressions”. These progressions map literacy and numeracy skills on a learning continuum from kindergarten to Year 10. This means teachers can pinpoint students’ academic achievement levels regardless of their year group or stage of learning. </p>
<h2>What do teachers say?</h2>
<p>In January this year, I asked teachers on a closed Facebook group for their thoughts on “the success and challenges of composite classes”. Within hours, I had 167 comments. </p>
<p>The responses were varied with over 50% positive about composite classes. Teachers open to composite groupings said they “teach children [according to their] skills processes and abilities, […] and that topics can be adjusted”. They also noted, composites allow for “more flexibility and opportunities for acceleration”.</p>
<p>But teachers also said there were challenges and composite classes could end up being more work. This included more time spent lesson planning, designing assessment and reporting. </p>
<blockquote>
<p>Overall [it’s] seen as a great conceptual approach [but] it can double the work without the right type of support, especially if groupings are across stages. </p>
</blockquote>
<h2>One last thing</h2>
<p>Your child might be in a composite class out of necessity because of enrolment numbers, or because their school thinks it is a better way to educate students. Either way, it is important to remember this is not necessarily a “bad” or a “good” thing. </p>
<p>While concerns are understandable, open communication with the school and finding out about how composite classes run can reduce worries about socialisation and how the learning is differentiated.</p>
<p>Whatever class students are in, there will be variation in ages, behaviours and competencies. Teachers help them to learn at whatever stage they are at, regardless of what year they are in. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/a-push-to-raise-the-school-starting-age-to-6-sounds-like-good-news-for-parents-but-theres-a-catch-189624">A push to raise the school starting age to 6 sounds like good news for parents, but there's a catch</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/199676/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Katherine Bates does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Parents can be worried when they hear their child is in a composite class. Research says the teacher and school community are more important than how a class is composed.Katherine Bates, Lecturer in Initial Teacher Education: English Specialisation, University of Technology SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1972022023-01-18T13:22:36Z2023-01-18T13:22:36ZKenya’s school reform is entering a new phase in 2023 – but the country isn’t ready<figure><img src="https://images.theconversation.com/files/504853/original/file-20230117-14-tcl4tj.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Simon Maina/AFP via Getty Images</span></span></figcaption></figure><p>The <a href="https://www.standardmedia.co.ke/education/article/2001460374/school-calendar-returns-to-normalcy-in-january-2023">start</a> of the 2023 school year in Kenya marked an important occasion: the first cohort of pupils to adopt a new curriculum in 2017 entered <a href="https://www.businessdailyafrica.com/bd/economy/state-directs-primary-schools-host-cbc-s-junior-secondary-4040036">junior secondary school</a>.</p>
<p>The <a href="http://www.ibe.unesco.org/en/glossary-curriculum-terminology/c/competency-based-curriculum">competence-based curriculum</a>, as it is known, was launched in 2017 to replace the 8-4-4 system that had been in place for 32 years. The older system was <a href="https://kicd.ac.ke/wp-content/uploads/2018/02/Needs-Assessment-Rpt-ilovepdf-compressed.pdf">criticised</a> for its emphasis on teachers instructing students and on examinations. An <a href="http://kenya.elimu.net/Policy_Law/Education_Policies/Koech/Koech_Report-Executive_Summary.htm">evaluation</a> in 1998, 13 years after it was introduced, detailed numerous shortcomings. These include subjecting students to a <a href="https://journals.sagepub.com/doi/pdf/10.1177/1745499917711550">heavy workload</a>. </p>
<p>The new curriculum aims at learners constructing their own knowledge and skills through exposure to challenging situations and experience. It is learner-centred and adaptive to the changing needs of students by encouraging innovativeness and creativity. Learners explore and find solutions in classrooms that are connected to real-life situations. </p>
<p>Since 2017, the new curriculum has been introduced in phases. Children who entered grade 1 at all public schools and all but a handful of private schools that year have been taught the new curriculum since day one. Six years on, <a href="https://nation.africa/kenya/news/education/grade-six-assessment-results-to-be-announced-today-4088712">approximately 1.2 million</a> of those pupils, aged around 12, are entering grade 7. This grade, along with grade 8 next year, will be known as junior secondary school – a stage which hasn’t previously existed in Kenya. This stage will be housed in primary rather than in secondary schools.</p>
<p>But that is about all Kenyans know for sure about junior secondary school. Schools are <a href="https://nation.africa/kenya/news/education/delay-school-opening-to-build-labs-classrooms-parents-say-4075978">poorly prepared</a> to host and instruct junior secondary classes. Classrooms are incomplete, laboratories are lacking and learning materials have yet to be delivered to schools. </p>
<p>On top of this, the presidential Working Party on Education <a href="https://educationreforms.go.ke/homepage">set up</a> in September 2022 to assess hurdles to implementation and other practical questions has yet to publish its recommendations on implementation. The practical issues include a widespread perception that the new system is a <a href="https://nation.africa/kenya/news/education/parents-rue-burden-of-new-curriculum-3513864">financial burden for poor parents</a>. </p>
<p>The government’s immediate task is therefore two-fold. First, it must try to ensure that the quality of education does not suffer. Second, it must provide education without discriminating against any learner based on their social or economic background. This would allay fears that the new system favours the rich.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/6-priorities-to-get-kenyas-curriculum-back-on-track-or-risk-excluding-many-children-from-education-195235">6 priorities to get Kenya's curriculum back on track – or risk excluding many children from education</a>
</strong>
</em>
</p>
<hr>
<h2>The main challenges</h2>
<p>There are three major hurdles to successfully implementing the new curriculum.</p>
<p>The first relates to preparedness of teachers and teaching material. Facilities like laboratories and workshops that are a key requirement for successful implementation of the curriculum are yet to be built, and the teaching materials are not ready for grade 7 learners. </p>
<p>Three years ago, Kenya’s main teachers’ union <a href="https://www.standardmedia.co.ke/education/article/2001326443/sossion-why-we-are-opposed-to-cbc">reported</a> that an internal survey found that few primary school teachers across all 47 counties had been trained to roll the curriculum out. The union said training was truncated from the stipulated five days to just two or three days per school term. Teachers, by their own admission, lack the knowledge and skills they need to follow the curriculum.</p>
<p>This problem is compounded by chronic under-staffing in most schools across Kenya. The teacher deficit stands at over 90,000. This is mainly due to a <a href="http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/AFR/Kenya/TCH/20130515_041150.pdf">freeze in employment</a> imposed in 1997 owing to budgetary constraints. Until the 2022 order to <a href="https://nation.africa/kenya/news/teachers-service-commission-to-hire-30-000-teachers-in-january-4024066">hire 30,000 new teachers</a>, only enough were employed to replace those retiring or leaving the profession through natural attrition. The new hires, though welcome, are a drop in the ocean.</p>
<p>The second hurdle is physical facilities: there simply isn’t enough room for the new pupils. The lack of infrastructure is a challenge which the government hasn’t met over the years. Some learners continue to attend lessons under trees. </p>
<p>Finally, the curriculum has been labelled as very expensive especially for parents in rural areas and those with low incomes. This is because parents are frequently called upon to buy materials for practical classwork. The assumption that all parents can afford smartphones and have access to a computer or printing services for some assignments has also not gone down well.</p>
<p>This would appear to advantage some students at the expense of others and add to existing disparities. This raises concern because education is a basic human right. </p>
<h2>Way forward</h2>
<p>One of the biggest challenges in Kenya is implementation of policies. This was also <a href="http://kenya.elimu.net/Policy_Law/Education_Policies/Koech/Koech_Report-Executive_Summary.htm">evidenced</a> in the early years of the education system that is now being phased out. This is partly due to the failure to involve all stakeholders in education and the private sector to enhance partnerships and collaboration. Working together could promote innovation and research to make the education system relevant and practical. </p>
<p>Faced with the current challenges, the government can borrow a leaf from UNESCO’s <a href="https://www.unesco.at/en/education/education-2030/global-education-monitoring-gem-report/gem21-22#:%7E:text=UNESCO%20calls%20for%20better%20oversight%20of%20private%20education,educational%20institutions%E2%80%99%20high%20costs%20and%20weak%20government%20regulation.">guidelines</a> on quality education for all. The recommendation calls for partnerships of all actors to learn, compile and evaluate good practices, provide resources enabling practitioners to exchange experiences, and pilot and scale up good ideas. </p>
<p>The government needs to ensure quality education without discriminating against any learner based on their social or economic background.</p><img src="https://counter.theconversation.com/content/197202/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Janerose Mutegi Kibaara does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Kenya faces the challenge of delivering quality education without discriminating against learners based on social or economic background.Janerose Mutegi Kibaara, Lecturer of Education Management and Policy, Kenyatta UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1950922023-01-09T02:50:00Z2023-01-09T02:50:00ZHelp! My kid won’t read chapter books. What do I do?<figure><img src="https://images.theconversation.com/files/496609/original/file-20221121-15-u8qumb.jpg?ixlib=rb-1.1.0&rect=0%2C16%2C3716%2C2464&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/boy-reading-a-comic-book-8342188/">Photo by Mikhail Nilov/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Many children start school excited about learning to read. And parents too! After many years of reading and re-reading (seemingly ad nauseam) favourite picture books aloud, it’s thrilling to see your child develop their own reading skills.</p>
<p>But what if they seem to be “stuck” on books that still use lots of illustrations, such as graphic novels, comics or picture books? </p>
<p>Many parents fret about their child still not having fallen in love with chapter books. You might mourn the fact they still aren’t reading the books you loved as a child – the Roald Dahl classics, the Narnia books or more recent releases such as the Harry Potter series.</p>
<p>But the fact is, it’s counterproductive to push your child to read a whole chapter book independently if they are not ready. You might turn them off reading altogether. Here’s what to do instead. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/book-week-its-not-the-costume-that-matters-but-falling-in-love-with-reading-188748">Book Week: it's not the costume that matters, but falling in love with reading</a>
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</em>
</p>
<hr>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A kid flicks through a comic" src="https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/496610/original/file-20221121-18968-ovwj6y.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Lots of kids still delight in books that rely heavily on visual aids, such as comics, graphic novels and picture books.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/crop-child-reading-comics-at-home-4142267/">Photo by Dayvison Tadeu/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Yes, chapter books are important. But don’t rush</h2>
<p>Chapter books are an <a href="https://www.tandfonline.com/doi/abs/10.1080/19388070802062781">important step</a> in learning to read. They introduce increasingly complex storylines, themes, characters and settings. </p>
<p>They expand children’s vocabulary (which is <a href="https://ncca.ie/media/4018/improving-reading-comprehension-in-the-primary-classes-professor-timothy-shanahan-university-of-illinois-at-chicago.pdf">essential</a> for developing reading comprehension).</p>
<p>Importantly, when texts have no pictures, children must rely on decoding (recognising sound-letter relationships) to make sense of the words.</p>
<p>This helps with developing reading <a href="https://files.eric.ed.gov/fulltext/ED489535.pdf">fluency</a> (reading accurately with expression at a pace that allows for comprehension), and developing reading stamina (maintaining comprehension over longer passages of text).</p>
<p>But the transition to chapter books can be daunting for children. It’s a big leap from picture books, where so much meaning is carried in the illustrations, to books where readers rely solely on the print to make sense of the text.</p>
<p>Your child may not be ready to read entire chapter books independently. They may still not have developed what researchers call “automaticity” in their decoding skills (reading words without having to sound them out). </p>
<p>Automaticity <a href="https://johnbald.typepad.com/files/handbookearlylit.pdf">frees up mental space</a> for paying attention to meaning. In other words, if you have to stop and sound words out all the time, it’s hard to follow the plot and can take the fun out of reading.</p>
<p>Here are some ways you can help your child develop the skills they need to read and enjoy chapter books.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Narnia books sit upon a shelf." src="https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/496617/original/file-20221121-18964-lmrp7g.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Maybe your kids just aren’t into the same books you loved as a child – and that’s OK.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/the-chronicles-of-narnia-book-159778/">Photo by Pixabay via Pexels.</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Choose books that support the transition</h2>
<p>Many books are designed to support young readers, with short chapters featuring plenty of images. </p>
<p>There are picture books for older children, and don’t be frightened of <a href="https://doi.org/10.1002/trtr.1695">graphic novels</a>. As well as visual richness, they often offer sophisticated storylines and themes. </p>
<p>Visit your local library and ask the children’s librarian for suggestions.</p>
<h2>Share the reading, make it fun and keep the conversation going</h2>
<p><a href="https://www.tandfonline.com/doi/abs/10.1080/01443410903103657?journalCode=cedp20">Share the reading</a>; you read a page or a paragraph, and they read a page or a paragraph, or even just a sentence or two.</p>
<p>This makes reading less overwhelming for kids, but still allows them to practise.</p>
<p>Plan reading time so it doesn’t compete with distractions such as screen time or siblings.</p>
<p>Your child may even like to help read a story to a younger sibling or to grandparents via Zoom.</p>
<p>Read alongside your child so you can share ideas about the story, author or series.</p>
<p>Talk with your child about movies, video games, images, art and comics. All of this talk <a href="https://eric.ed.gov/?id=ED583551">helps</a> build vocabulary and knowledge, which help them tackle more challenging texts.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Two children look at a picture book" src="https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/496615/original/file-20221121-25-u5sbv3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Let’s not think that picture books are only for little kids.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/delighted-ethnic-little-siblings-reading-interesting-book-on-couch-6437805/">Photo by Marta Wave/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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</figure>
<h2>Respect their interests and keep it positive</h2>
<p>Let your child explore the books they’re interested in.</p>
<p>Some children are not keen on fiction, and prefer to read about science or the world around them. These kinds of texts <a href="https://www.tandfonline.com/doi/full/10.1080/00461520.2016.1168741">also help</a> develop vocabulary and complex language.</p>
<p>Remember, reading for pleasure is <a href="https://doi.org/10.1111/lit.12156">associated with overall reading attainment</a> and writing ability. It’s a big part of becoming a lifetime reader.</p>
<p>Yes, you can still suggest books to your child. But don’t get upset if they say no, and definitely don’t insult their tastes by putting down their favourite books and authors.</p>
<p>Whatever their response, keep the conversation channels open and help them feel confident about their own choices.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A child reads Captain Underpants" src="https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/496613/original/file-20221121-18827-pfgf3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Don’t insult your child’s taste in books.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<h2>Check your own anxiety levels and accept it takes time</h2>
<p>Children can pick up on <a href="https://researchoutput.csu.edu.au/ws/portalfiles/portal/9726474/51099conference%26%2320%3Bpaper.pdfhttps:/researchoutput.csu.edu.au/ws/portalfiles/portal/9726474/51099conference%26%2320%3Bpaper.pdf">parental anxiety</a> about academic achievement. </p>
<p>Anxiety <a href="https://pubmed.ncbi.nlm.nih.gov/26963369/">takes up mental space</a> and interferes with your child’s work as they practise more challenging reading.</p>
<p>Children may seem to master their sounds and letters quickly, but still need years of schooling to develop the knowledge and language they need for skilled reading <a href="https://ila.onlinelibrary.wiley.com/doi/abs/10.1598/RRQ.40.2.3">comprehension</a>. They also need time to get used to the pages of full print and the smaller font size in chapter books.</p>
<p>Accept that learning to read is a marathon, not a sprint. It’s big work for a young person. </p>
<h2>What if I’m still worried?</h2>
<p>If you are really worried about your child’s reading, talk to their teacher and consider if a sight or hearing test is warranted (to check they can see the letters and discriminate language sounds).</p>
<p>If your child does have decoding difficulties, a <a href="https://link.springer.com/chapter/10.1007/978-3-030-26550-2_8">systematic approach</a> to learning about sound-letter relationships, and practice in reading accurately and fluently is important.</p>
<p>In the end, though, your most important role is to give time and encouragement, to maintain an interest and enjoyment in reading together and independently.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/5-ways-to-support-childrens-early-literacy-skills-and-build-family-connections-this-summer-184900">5 ways to support children's early literacy skills and build family connections this summer</a>
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</em>
</p>
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<img src="https://counter.theconversation.com/content/195092/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Bronwyn Parkin is affiliated with the Primary English Teaching Association of Australia. </span></em></p><p class="fine-print"><em><span>Pauline Jones is President of the Primary English Teaching Association Australia (PETAA)</span></em></p><p class="fine-print"><em><span>Helen Harper and Susan Feez do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>It’s counterproductive to push your child to read a whole chapter book independently if they are not ready. You might turn them off reading altogether. Here’s what to do instead.Helen Harper, Senior Lecturer in English, Literacy and Language Education, University of New EnglandBronwyn Parkin, Adjunct lecturer, Linguistics, University of Adelaide, University of AdelaidePauline Jones, Associate Professor in Language in Education, University of WollongongSusan Feez, Senior Lecturer, School of Education, University of New EnglandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1955782022-12-27T19:20:14Z2022-12-27T19:20:14Z6 non-fiction reads for kids this summer, recommended by kids aged 9 to 11<figure><img src="https://images.theconversation.com/files/499962/original/file-20221209-25000-8w73ee.jpg?ixlib=rb-1.1.0&rect=0%2C8%2C5607%2C3724&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Drew Perales/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Kids are often gifted books for Christmas, but the trick is to get them to read them! </p>
<p>No one likes nagging their kids to read, though we know <a href="https://www.smh.com.au/education/read-the-room-it-s-time-to-act-on-our-children-s-literacy-20220904-p5bf7w.html">reading is crucial</a> to their <a href="https://www.cambridge.org/au/academic/subjects/education/teacher-training-and-professional-develop/english-and-literacies-learning-how-make-meaning-primary-classrooms">critical and literacy development</a>. </p>
<p>But what do <em>they</em> think about books and reading over the summer? Kids’ voices are often overlooked when it comes to cultural criticism. </p>
<p>For the past two years, I have been facilitating a children’s book club. In our most recent session, I asked the participants – aged 9 to 11 – to share their summer reading recommendations. </p>
<p><a href="https://www.bloomsbury.com/au/children-and-biography-9781350236370/">My research</a> has found that kids respond positively to non-fiction books in social reading environments. Reading non-fiction impacts positively on their civic and critical literacy. So, we focused on non-fiction recommendations.</p>
<p>These tips – straight from the kids themselves – might help adult readers to know what books to buy this Christmas, or to hunt out at the library over summer.</p>
<hr>
<h2>1. You Don’t Know What War Is: The Diary of a Young Girl from Ukraine by Yeva Skalietska</h2>
<p>This is <a href="https://www.bloomsbury.com/au/you-dont-know-what-war-is-9781526660138/">an eye-opening and heart-breaking story</a> about a 12-year-old girl called Yeva Skalierska, living through the Ukraine war of 2022. </p>
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<a href="https://images.theconversation.com/files/499963/original/file-20221209-19531-ygz235.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/499963/original/file-20221209-19531-ygz235.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/499963/original/file-20221209-19531-ygz235.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=908&fit=crop&dpr=1 600w, https://images.theconversation.com/files/499963/original/file-20221209-19531-ygz235.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=908&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/499963/original/file-20221209-19531-ygz235.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=908&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/499963/original/file-20221209-19531-ygz235.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1142&fit=crop&dpr=1 754w, https://images.theconversation.com/files/499963/original/file-20221209-19531-ygz235.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1142&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/499963/original/file-20221209-19531-ygz235.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1142&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<p>A normal girl who loves school and spending time with friends, she suddenly goes through shelling and bombing right out the front of her own house. She travelled around Ukraine with her grandmother, and many other Ukrainians, trying to escape the war and danger. This book is Yeva’s personal diary account of the experiences of the war through her eyes. </p>
<p>I found it fascinating that a girl so similar to me can be going through something so drastically different. This is happening at this very moment, not in the history books, which makes me wonder why we have to have more war like this. This is a good book for anyone wanting to understand the impact of war on children and families and to put into perspective the things we might complain about that don’t really matter. </p>
<p><strong>– Chloe, age 11</strong></p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/5-must-read-books-about-russia-and-ukraine-our-expert-picks-179832">5 must-read books about Russia and Ukraine: our expert picks</a>
</strong>
</em>
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<h2>2. Goodnight Stories for Rebel Girls: 100 Inspiring Young Changemakers by Jess Harriton and Maithy Vu</h2>
<p>This is <a href="https://www.rebelgirls.com/products/100-inspiring-young-changemakers">the latest book</a> in the amazing <a href="https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls">Goodnight Stories for Rebel Girls</a> series. </p>
<figure class="align-left zoomable">
<a href="https://images.theconversation.com/files/499964/original/file-20221209-25181-s12rbl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/499964/original/file-20221209-25181-s12rbl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/499964/original/file-20221209-25181-s12rbl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=804&fit=crop&dpr=1 600w, https://images.theconversation.com/files/499964/original/file-20221209-25181-s12rbl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=804&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/499964/original/file-20221209-25181-s12rbl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=804&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/499964/original/file-20221209-25181-s12rbl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1011&fit=crop&dpr=1 754w, https://images.theconversation.com/files/499964/original/file-20221209-25181-s12rbl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1011&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/499964/original/file-20221209-25181-s12rbl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1011&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<p>The book contains 100 short stories about young changemakers. A changemaker is someone who has achieved something in the world to make it a little bit better. These changemakers are from all parts of the world with different abilities. </p>
<p>The book is introduced by conservationist Bindi Irwin. The subjects in this book include Greta Thunberg (activist), <a href="https://en.wikipedia.org/wiki/Isabella_Springmuhl_Tejada">Isabella Springmuhl</a> (fashion designer) and Zendaya (actor and singer). </p>
<p>I think this book is wonderful because this Rebel Girls book focuses on young people only. Young girls aren’t usually recognised as having an impact in the world, so that’s what makes this book special. People who read this will see how great young people are at making the world a better place.</p>
<p><strong>– Darcy, age 11</strong></p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/empathy-starts-early-5-australian-picture-books-that-celebrate-diversity-153629">Empathy starts early: 5 Australian picture books that celebrate diversity</a>
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<h2>3. Welcome to Your Period by Melissa Kang and Yumi Stynes</h2>
<p>This is <a href="https://www.hardiegrant.com/au/publishing/bookfinder/book/welcome-to-your-period-by-yumi-stynes/9781760503512">a very informative book</a> about welcoming you to your period and what is going on with your body as you grow up and start changing into a young woman. The authors are two women that have experienced everything you’re starting to go through and know all the tricks to managing your period. </p>
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<a href="https://images.theconversation.com/files/499965/original/file-20221209-30762-p3m533.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/499965/original/file-20221209-30762-p3m533.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/499965/original/file-20221209-30762-p3m533.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=769&fit=crop&dpr=1 600w, https://images.theconversation.com/files/499965/original/file-20221209-30762-p3m533.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=769&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/499965/original/file-20221209-30762-p3m533.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=769&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/499965/original/file-20221209-30762-p3m533.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=967&fit=crop&dpr=1 754w, https://images.theconversation.com/files/499965/original/file-20221209-30762-p3m533.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=967&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/499965/original/file-20221209-30762-p3m533.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=967&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<p>They understand what you’re going through and how you may feel about the situation. The book makes you feel as if it’s nothing to worry or be scared about. The authors act like your big sisters; they’ll guide you and teach you everything you need to know about your body. They make you feel comforted, with different alternatives to manage your period to suit your body type, and help you talk to somebody you can trust and help you through that process. </p>
<p>I think that this book is a really great preparation for when you don’t have your period but when you feel like you need to start managing it or talking to a helpful adult who can help you through this tough time.</p>
<p><strong>– Arly, age 10</strong></p>
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<strong>
Read more:
<a href="https://theconversation.com/first-periods-can-come-as-a-shock-5-ways-to-support-your-kid-when-they-get-theirs-177920">First periods can come as a shock. 5 ways to support your kid when they get theirs</a>
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<h2>4. Barefoot Kids by Scott Pape (2022)</h2>
<p><a href="https://www.harpercollins.com.au/9781460763650/barefoot-kids/">This book</a> is all about money and how to invest properly. It teaches you about money and how to use it a “smart” way. </p>
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<p>Usually, when I think of a book about money, I think “oh no I’m not reading that!”. But this book was super fun, exciting and interesting. I loved it. It included short interviews of children who started a business and got heaps of money. It was really inspiring and amazing for giving ideas. It had good instructions of what to do to earn money, and I found it interesting that children five and up can have their own business. </p>
<p>I definitely recommend this book to other kids aged nine and up, because I gave it to my cousin who is nine years old, and she loved it. It definitely helps children to be “smarter” with money than most adults. I think it would be very intriguing for kids with a short attention span. </p>
<p>It tells kids that they are the boss, while also telling them to get parents’ permission and help. It tells you how to separate money into four buckets and has apparently changed lives. I give this book a five-star rating.</p>
<p><strong>– Sienna, age 11</strong></p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/teaching-kids-about-maths-using-money-can-set-them-up-for-financial-security-85327">Teaching kids about maths using money can set them up for financial security</a>
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</em>
</p>
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<h2>5. How to Speak Dog: a Guide to Decoding Dog Language by Aline Alexander Newman</h2>
<p><a href="https://www.harpercollins.com.au/9780008257910/how-to-speak-dog/">How to Speak Dog</a> is a fantastic book about how to communicate with dogs. This book tells you when your dog is sick, sad, happy or scared. It has many interesting facts about dogs. It even tells you how to deal with an aggressive dog and what to do if a dog attacks you. How to Speak Dog even has some pages on how to train your dog.</p>
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<a href="https://images.theconversation.com/files/499967/original/file-20221209-28456-qh64s7.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/499967/original/file-20221209-28456-qh64s7.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/499967/original/file-20221209-28456-qh64s7.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=896&fit=crop&dpr=1 600w, https://images.theconversation.com/files/499967/original/file-20221209-28456-qh64s7.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=896&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/499967/original/file-20221209-28456-qh64s7.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=896&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/499967/original/file-20221209-28456-qh64s7.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1126&fit=crop&dpr=1 754w, https://images.theconversation.com/files/499967/original/file-20221209-28456-qh64s7.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1126&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/499967/original/file-20221209-28456-qh64s7.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1126&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<p>I think people will like this book because it has lots of information about dogs and dogs are a common pet. They could have a new puppy with some bad habits, and they might need help training their pup. </p>
<p>I have a dog and this book was very helpful to me because I learnt from it that my dog is scared when he shows the whites of his eyes. My favourite thing about this book is that they have funny facts on every page. Facts like: “A dog can smell half a teaspoon of sugar dissolved in an Olympic sized swimming pool.”</p>
<p><strong>– Avery, age 9</strong></p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/to-pat-or-not-to-pat-how-to-keep-interactions-between-kids-and-dogs-safe-182419">To pat or not to pat? How to keep interactions between kids and dogs safe</a>
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</p>
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<h2>6. Against all Odds: Young Readers’ Edition by Richard Harris and Craig Challen</h2>
<p>This is <a href="https://www.phoenixdistribution.com.au/against-all-odds-young-readers-edition">an interesting, educational, and suspenseful</a> book, with exhilarating and thrilling twists all through it. </p>
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<a href="https://images.theconversation.com/files/499968/original/file-20221209-25682-10j1q.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/499968/original/file-20221209-25682-10j1q.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/499968/original/file-20221209-25682-10j1q.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=923&fit=crop&dpr=1 600w, https://images.theconversation.com/files/499968/original/file-20221209-25682-10j1q.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=923&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/499968/original/file-20221209-25682-10j1q.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=923&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/499968/original/file-20221209-25682-10j1q.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1160&fit=crop&dpr=1 754w, https://images.theconversation.com/files/499968/original/file-20221209-25682-10j1q.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1160&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/499968/original/file-20221209-25682-10j1q.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1160&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<p>(Editor’s note: the book tells the inside story of the cave rescue of a boys’ soccer team in Thailand, back in 2018. It’s written by the two Australian cave divers involved in the rescue.)</p>
<p>This book explained everything in great detail, giving the reader a real idea of what’s happening. I liked how they made the book extremely fascinating, and the authors went far to explain everything to an understandable degree. </p>
<p>I disliked how such a large chunk of the book was an autobiography about Craig and Richard. I would recommend this for 10-15 year olds, since younger children may not understand the complex vocabulary used in the book. I would rate it 7.5/10.</p>
<p><strong>– Molly, age 11</strong></p><img src="https://counter.theconversation.com/content/195578/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kate Douglas does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>How can you get your kids to read this summer? Research has found they respond well to reading non-fiction – so we’ve gathered 6 top non-fiction books, recommended by the kids themselves.Kate Douglas, Professor of English, Flinders UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1943242022-12-04T12:36:29Z2022-12-04T12:36:29ZIndigenous spiritual teaching in schools can foster reconciliation and inclusion<figure><img src="https://images.theconversation.com/files/497685/original/file-20221128-14-ge8yuz.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C8444%2C5304&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Indigenous spiritual activities have become more common in Canadian public schools in recent years.</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/indigenous-spiritual-teaching-in-schools-can-foster-reconciliation-and-inclusion" width="100%" height="400"></iframe>
<p><a href="https://www.thecanadianencyclopedia.ca/en/article/aboriginal-people-education">Indigenous education</a> has become an area of <a href="https://peopleforeducation.ca/report/what-matters-in-indigenous-education/">growing concern</a> for public schools across Canada. We are living in an era of reconciliation where <a href="https://www150.statcan.gc.ca/n1/daily-quotidien/220921/dq220921a-eng.htm">Indigenous populations are growing</a> and interest in confronting our shared histories continues to develop. Part of that involves focusing on how primary and secondary schools are addressing the Indigenous experience in Canada.</p>
<p>The way primary and secondary schools have engaged in Indigenous education has varied from province to province and across divisional jurisdictions. Some have focused <a href="https://www.cbc.ca/news/canada/prince-edward-island/pei-indigenous-school-curriculum-1.6335385">on how history and social studies can incorporate Indigenous experiences</a>. A smaller number of schools have <a href="https://www.ualberta.ca/folio/2022/08/project-creates-stem-learning-experiences-for-indigenous-students.html">ventured to develop mathematics and science curricula with Indigenous foci</a>.</p>
<p>There are many different subjects that can benefit from the inclusion of Indigenous perspectives. Yet there appears to be one topic that is common across most school initiatives in Canada — that of spirituality.</p>
<h2>Indigenous spirituality in schools</h2>
<p><a href="https://www.edcan.ca/articles/bringing-spiritual-teachings-into-education/">Indigenous spiritual activities have become more common in Canadian public schools in recent years</a>. The Truth and Reconciliation Commission of Canada’s (TRC) final report and Calls to Action highlighted the need for improved school programming. In order to understand many aspects of the Indigenous experience, understanding the <a href="https://www.thestar.com/news/canada/2021/09/12/indigenous-culture-teachings-traditions-on-curriculum-at-north-end-winnipeg-school.html">spiritual dimensions of those experiences and their associated ceremonies are necessary</a>.</p>
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<a href="https://images.theconversation.com/files/497710/original/file-20221128-16-ahv7rd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Teacher reading to school children wearing uniforms in a classroom." src="https://images.theconversation.com/files/497710/original/file-20221128-16-ahv7rd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/497710/original/file-20221128-16-ahv7rd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/497710/original/file-20221128-16-ahv7rd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/497710/original/file-20221128-16-ahv7rd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/497710/original/file-20221128-16-ahv7rd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/497710/original/file-20221128-16-ahv7rd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/497710/original/file-20221128-16-ahv7rd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">The TRC’s final report highlighted the need to improve teaching about Indigenous Peoples in Canadian schools.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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<p>The TRC’s Calls to Action on “<a href="https://www.rcaanc-cirnac.gc.ca/eng/1524504501233/1557513602139">education for reconciliation</a>” were rightly understood as change that <a href="https://blog.teacherspayteachers.com/how-to-amplify-indigenous-voices-in-the-classroom/">required collaboration with Indigenous Peoples</a>. In this collaborative ethos, something emerged regardless of the discipline or subject being discussed — <a href="https://empoweringthespirit.ca/cultures-of-belonging/">the spiritual orientations of Indigenous Peoples</a>. </p>
<p>Ceremonial observances like smudging, and inclusion of Indigenous spiritual leaders and Elders, became <a href="https://www.edu.gov.mb.ca/iid/elders.html">necessary components of any educational initiative in which Indigenous perspectives are prioritized</a>. The imperative here is clear: Indigenous perspectives in school curricula are best understood within the context of their respective Indigenous worldviews. </p>
<p>Say, for example, a school wanted to adjust its social studies teaching about family relationships in traditional community settings. Organizing principles espoused by Indigenous Peoples would be a necessary part of the curriculum. <a href="http://lss.yukonschools.ca/uploads/4/5/5/0/45508033/clans.pdf">Students learn about kinship systems such as clans, hereditary leadership and Elders’ roles</a>. And as they enter into these areas of experience, the spiritual elements and traditional understandings become important to consider.</p>
<h2>School-based initiatives</h2>
<p>One of the more publicized examples of Indigenous spirituality in public school programming comes from the <a href="https://www.cbc.ca/news/indigenous/anishinaabe-culture-school-minecraft-manitoba-1.5903746">Louis Riel School Division (LRSD) in Winnipeg</a>. The LRSD aimed to develop a <a href="https://www.minecraft.net/en-us/about-minecraft">Minecraft world</a> that would reflect the traditional Anishinaabe territories of Southern Manitoba for use in schools.</p>
<p>In the 2019-20 school year, the LRSD invited Indigenous students, staff and community members (including respected Elders) to confer on the development of the Minecraft world. The eventual product was <a href="https://education.minecraft.net/en-us/lessons/manito-ahbee-aki">Manito Ahbee Aki (Anishinaabemowin for “the place where the Creator sits”)</a> which allows students to explore the traditional perspectives of the territories. The product continues to be a great resource for students.</p>
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<a href="https://images.theconversation.com/files/497688/original/file-20221128-16-z7q4u4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A child playing Minecraft on a computer." src="https://images.theconversation.com/files/497688/original/file-20221128-16-z7q4u4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/497688/original/file-20221128-16-z7q4u4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/497688/original/file-20221128-16-z7q4u4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/497688/original/file-20221128-16-z7q4u4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/497688/original/file-20221128-16-z7q4u4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/497688/original/file-20221128-16-z7q4u4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/497688/original/file-20221128-16-z7q4u4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Schools have used games like Minecraft to teach students about Indigenous culture and spirituality.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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<p>The factual aspects of the project, such as geographical and linguistic considerations, were important. In addition, the spiritual dimensions of such things as the <a href="https://www.nwpolytech.ca/services/indigenous/sacred_teachings.html">Seven Sacred Teachings</a> and the role of Indigenous Knowledge Keepers as in-game characters were central to this development. When the final product was unveiled, <a href="https://www.youtube.com/watch?v=F0QcDvRrKzE">it was done at a traditional feast led by local Indigenous Elders who led pipe ceremonies</a>.</p>
<p>The LRSD Minecraft example is one of <a href="https://www.canadianliving.com/life-and-relationships/family/article/new-minecraft-world-brings-sacred-teachings-to-life-for-the-new-generation">many school-based initiatives across Canada incorporating Indigenous spirituality</a>. From customs like <a href="https://www.cbc.ca/news/canada/british-columbia/kamloops-school-district-powwow-1.6467784">powwows</a> to ceremonial activities involving <a href="https://www.edu.gov.mb.ca/iid/publications/pdf/smudging_guidelines.pdf">smudging</a>, Indigenous spirituality has become an important part of public schooling in much of Canada. It is seen as, among other things, an important aspect of <a href="https://www.edcan.ca/articles/truth-reconciliation-classroom/">the reconciliation journey</a>.</p>
<p>Although the progress achieved by schools has been welcomed by many, and even viewed as an organic part of school activities, this progress isn’t without its challenges.</p>
<p>Indigenous school staff and community members who have tried to initiate activities that involve Indigenous spirituality have faced push-back from school administrators, the larger community and <a href="https://www.jccf.ca/bc-public-school-smudging-case-returns-to-court/">even the laws and policies that govern school operations</a>.</p>
<p>Change is not always easy. But it is the efforts of brave advocates for Indigenous education that have <a href="https://www.cbc.ca/news/canada/manitoba/inner-city-report-winnipeg-reconciliation-1.3892536">helped create spaces in our schools where Indigenous students may learn and grow</a> in a way that honours their identities. Our Canadian social fabric is all the better for it.</p><img src="https://counter.theconversation.com/content/194324/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Frank Deer does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Spirituality is a vital part of Indigenous identities. Incorporating spiritual education can create space in schools where Indigenous students can learn and grow.Frank Deer, Professor, Associate Dean, and Canada Research Chair, Faculty of Education, University of ManitobaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1945892022-11-24T11:32:45Z2022-11-24T11:32:45ZAl-Shabaab: sensational media reports about Kenyan terror attacks keep kids out of school<figure><img src="https://images.theconversation.com/files/495610/original/file-20221116-18-ek5k2x.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Pupils in Kenya hold prayers for victims of a 2013 terror attack in Nairobi. </span> <span class="attribution"><span class="source">Joseph Kanyi/Nation Media/Gallo Images/Getty Images</span></span></figcaption></figure><p>Sensational reporting on terror attacks in Kenya is keeping children out of school, with dire consequences for their education and their futures. </p>
<p>That is the conclusion we came to in a <a href="https://academic.oup.com/jeea/advance-article/doi/10.1093/jeea/jvac054/6754733?searchresult=1#378488194">recent paper</a> that examines how local media reporting on terrorist attacks affected primary school enrolment in Kenya between 2001 and 2014. </p>
<p>We found that households with access to such media reports were more likely than homes without access to feel that they and their children could die in terrorist attacks.</p>
<p>Based on <a href="https://www.knbs.or.ke/publications/">Kenyan National Bureau of Statistics</a> data on the country-wide number of primary school children, we estimate that in 2014, for instance, more than 70,000 learners didn’t enter school on time because of <a href="https://www.gov.uk/foreign-travel-advice/kenya/terrorism">terrorist attacks</a>. Our analysis finds that half of this number can be attributed to an over-response fuelled by media reporting. </p>
<p>We estimate that for the average affected learner, this will lower their lifetime earning potential by around 25% of a year’s income. This loss in earnings can be expected to have severe consequences for the country’s broader economic development. </p>
<p>To arrive at these insights, we built a model of how parents choose whether to send their children to school, have them work for pay or keep them at home. We incorporated the effects of terrorist violence into these choices. </p>
<p>Our results can be considered as a caution, not against reporting on terrorism, but against sensationalism. Moderate, facts-oriented reporting on terrorist events is not problematic. However, as a <a href="https://www.unesco.org/en/articles/terrorism-and-media-handbook-journalists">UNESCO report</a> puts it, the media are “often operating in over-drive”, thus inadvertently becoming “the megaphone of terrorism to attract audiences”. </p>
<h2>Fear as disruption</h2>
<p>Terrorists use violence strategically to spread fear and disruption beyond the violent act itself. Media platforms, because of their reach, are the <a href="https://icct.nl/app/uploads/2021/11/The_Battlefield_of_Media_SynthesisReport2-2.pdf">ideal vehicles</a> to disseminate this disruption. </p>
<p>As a result of the interplay between terrorism and media, terrorists can affect pillars of economic development, such as education. This does not mainly happen through destroying infrastructure or harming staff and pupils, but by affecting the demand for schooling. </p>
<p>This parallels the effects of terrorism seen elsewhere. In attacks in Europe or the US, the economic effects are not derived from the immediate destruction of capital, but from changes in people’s attitudes and expectations. </p>
<p>We set out to examine how incidents of terrorism, together with access to mass media, affect education by changing its perceived risks and rewards. We selected Kenya for our analysis. </p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/why-al-shabaab-targets-kenya-and-what-the-country-can-do-about-it-87371">Why Al-Shabaab targets Kenya – and what the country can do about it</a>
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<p>Parts of the country, since the late 2000s, have experienced a <a href="https://theconversation.com/why-al-shabaab-targets-kenya-and-what-the-country-can-do-about-it-87371">stark increase</a> in terrorist activity by <a href="https://theconversation.com/what-drives-al-shabaab-in-somalia-foreign-forces-out-sharia-law-in-and-overthrow-the-government-191366">Al-Shabaab</a>, a Somali terrorist group.</p>
<h2>How we did it</h2>
<p>We analysed the spatial concentration of terrorist attacks in Kenya using precise information from the <a href="https://www.start.umd.edu/gtd/about/">Global Terrorism Database</a>. We also studied the chronology of attacks between 2001 and 2014 – a time period that saw a steep rise in terrorist violence in the country and for which good data is available. </p>
<p>We then used two independent data sources on school attendance and enrolment in Kenya – the <a href="https://www.hsnp.or.ke/">Hunger Safety Net Programme</a>, and the <a href="https://dhsprogram.com/pubs/pdf/fr229/fr229.pdf">2009</a> and <a href="https://dhsprogram.com/pubs/pdf/FR308/FR308.pdf">2014</a> rounds of country-wide demographic health surveys, which are the latest available. To capture public attitudes to violence, we complemented our analysis with <a href="https://www.afrobarometer.org/data/">Afrobarometer</a> data. </p>
<p>Using the geographic coordinates of respondents provided by these surveys and three types of wireless signal coverage (radio, GSM telephone and television), we were able to identify variations and trends in the data. </p>
<p>We looked at the trends in primary school enrolment in relation to media coverage and the incidence of attacks. </p>
<h2>The findings</h2>
<p>We found that while Al-Shabaab rarely targeted educational institutions in Kenya, its attacks substantially decreased school enrolments by about 0.5 percentage points for families outside the reach of mass media. Crucially, our results show that this negative effect doubled if parents had access to mass media.</p>
<p>We found that Kenyan families with access to radio, mobile phones or TV were significantly more afraid of terrorism than those without signal coverage. </p>
<p>Specifically, Kenyan parents with access to mass media believed that the risk of dying in a terrorist attack was 12 times larger than actual rates. As a result, these parents were more likely to keep their children out of school. </p>
<p>Our analysis also shows that families without media access reacted predominantly to attacks close to their homes. However, families with access to media kept their children out of school in response to terrorist attacks happening more than 100 kilometres away.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-photographs-of-dead-in-nairobi-terror-attack-failed-journalism-and-dishonoured-victims-110010">Why photographs of dead in Nairobi terror attack failed journalism -- and dishonoured victims</a>
</strong>
</em>
</p>
<hr>
<p>Comparing school enrolment rates over time, our study found that the negative effect of terrorist attacks on school enrolment was twice as large for children with access to mass media as it was for children without access. </p>
<p>This suggests that media coverage plays a crucial role in stoking fears and keeping children out of school.</p>
<p>To investigate the long-term impact of missing school on lifetime earnings, we estimated a model of how parents chose whether to keep their children at home, send them to school or have them work outside the household. </p>
<p>We found that the decline in school enrolment led to decreased earnings later in life. This decrease was about three times as pronounced if parents had access to mass media. Overall, sensational media coverage of terrorist events reduced children’s incomes in their later life by around 25% of a year’s income.</p>
<h2>Way forward</h2>
<p>The study is informative for the Kenyan government and other similar African nations striving to boost school attendance and the quality of education for young people. </p>
<p>The results show that access to media has significantly increased the fear of terrorism in the country. This has had a significant ripple effect on younger generations who are being kept out of school and will suffer financially later in life. </p>
<p>Our finding that distance to school increases the negative effect of a terrorist attack suggests that reliable and secure transport to school is important. Providing transport would likely make a considerable difference to children’s education, and Kenya’s long-term growth and development.</p>
<p>Governments could counteract over-responses with informational campaigns. Informing parents of the actual risks posed by terrorist attacks could counteract the fears stoked by the media, resulting in higher school enrolments.</p><img src="https://counter.theconversation.com/content/194589/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Kenyan families with access to mass media are significantly more afraid of terrorism than those without access.Marco Alfano, Lecturer, Lancaster UniversityJoseph-Simon Goerlach, Assistant Professor, Bocconi UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1921492022-11-16T14:35:47Z2022-11-16T14:35:47ZEducation in Kenya’s informal settlements can work better if parents get involved – here’s how<figure><img src="https://images.theconversation.com/files/494689/original/file-20221110-13-iiqx2x.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Anthony Asael/Art in All of Us via Getty Images</span></span></figcaption></figure><p>Education is a public good. All children should have access to education as a human right, irrespective of their gender, socioeconomic or disability status. </p>
<p>This is reinforced and validated by countries’ commitment to <a href="https://iite.unesco.org/publications/education-2030-incheon-declaration-framework-action-towards-inclusive-equitable-quality-education-lifelong-learning/">Sustainable Development Goal 4</a>. Its promise is inclusive and equitable education, and lifelong learning for all children. </p>
<p>This right is not assured, however. About <a href="https://www.unicef.org/turkiye/en/press-releases/more-104-million-children-and-young-people-1-3-are-out-school-countries-affected-war">303 million</a> children and adolescents aged between five and 17 are out of school. </p>
<p>Research studies have underscored that parental involvement and empowerment make a difference to student education outcomes and well-being. There are <a href="https://www.proquest.com/openview/9e3a9e802f80705150dceec414b8ed1c/1?pq-origsite=gscholar&cbl=41842">five ways</a> in which parents can improve students’ schooling outcomes: </p>
<ul>
<li><p>meeting basic parental obligations</p></li>
<li><p>family involvement in the home</p></li>
<li><p>exchange and collaboration at the community level</p></li>
<li><p>active communication between teachers and parents</p></li>
<li><p>opportunities for parents to offer their services in school as volunteers. </p></li>
</ul>
<p>Over the past nine years, my research through the <a href="https://aphrc.org/wp-content/uploads/2020/01/Advancing-Learning-outcomes-brief.pdf">Advancing Learning Outcomes for Transformational Change</a> (A LOT Change) programme in Kenya has shown that when parents get involved, students’ academic and psychosocial attributes improve.</p>
<p>This study – which ran from 2013 to 2022 in Nairobi – has shown that parents are enablers, motivators and facilitators of their children’s education at all levels of schooling. This runs from the early years, through the provision of <a href="https://gh.bmj.com/content/bmjgh/6/4/e004436.full.pdf">nurturing care</a>, to the completion of the basic education cycle. </p>
<h2>The research</h2>
<p>To establish the impact of parents’ involvement in adolescent lives, the African Population and Health Research Center implemented the A LOT Change programme in Korogocho and Viwandani in Nairobi, Kenya. Korogocho and Viwandani are informal settlements.</p>
<p>The community-based programme was implemented among adolescent girls between 2013 and 2015, and between girls and boys in primary school from 2016 to 2018. A cohort of secondary school students was followed from primary school between 2019 and 2022. </p>
<p>The programme provided after-school support and mentorship in life skills. It also provided school transition subsidies, and exposed parents to guidance and counselling to support their adolescents’ schooling. It further gave girls and boys opportunities to enhance their leadership skills through training and motivational talks. </p>
<p>ALOT Change sought to secure the future of children in urban informal settlements by improving learning outcomes, leadership skills and social behaviour. It also aimed to improve the transition rate for girls and boys aged 12 to 19 to secondary school. </p>
<p>The initiative was informed by the realisation that teachers – and schools in general – cannot do it all. They need the support of parents and communities to effectively nurture the educational aspirations of adolescents. </p>
<h2>Findings on the importance of parents</h2>
<p>A LOT Change initiatives improved parental involvement in children’s education. This included encouraging parents to actively communicate with their children, provide homework support and follow up on academic performance. Parents also got to know who their children associated with, or their whereabouts if the children weren’t home. </p>
<p><strong>Enhanced communication between parents and adolescents:</strong> Parents who participated in the programme noted that establishing <a href="https://aphrc.org/publication/advancing-learning-outcomes-and-leadership-skills-among-children-living-in-informal-settlements-of-nairobi-through-community-participation-2/">open communication channels</a> bridged the generation gap between them and their children. This made them more useful to their children than their parents had been to them. </p>
<p>Evidence from the programme reinforced the effectiveness of two-way communication – parent and child spending enough time together and expressing their opinions. </p>
<p>A father from Viwandani said this of his relationship with his daughter: </p>
<blockquote>
<p>I can say before this project, she was not open, but nowadays she is open and tells me whatever is going on in her life.</p>
</blockquote>
<p><strong>Monitoring progress in school and homework support:</strong> My findings showed that one of the ways in which parents can monitor their children’s progress is by following up on their <a href="https://aphrc.org/publication/advancing-learning-outcomes-and-leadership-skills-among-children-living-in-informal-settlements-of-nairobi-through-community-participation-2/">participation in school</a>. This requires that parents have a good relationship with teachers. As a mother explained: </p>
<blockquote>
<p>You must collaborate with the teacher since sometimes some children go to roam around, and when as parents we are called by the teacher, we refuse to go. So we must work together and become one.</p>
</blockquote>
<p>On the subject of homework support, a father from one of the study sites explained: </p>
<blockquote>
<p>Initially, when the child comes with the book, you as parents are not even bothered to look at it. But when we attend the (ALOT Change) meetings, we are told what is happening so we know where to start or follow up with our children. </p>
</blockquote>
<p><strong>Knowledge of adolescents’ whereabouts:</strong> The need to know the whereabouts of adolescents and the friends they keep is of utmost importance. One mother said:</p>
<blockquote>
<p>The children could easily be pressured into engaging in the many social ills around them … as parents, we contribute because you look at the friends your children walk with … in this community, the friends are the ones who mislead. </p>
</blockquote>
<p>When parents were asked about their obligations to adolescents, they prioritised the provision of basic needs, such as food and shelter. As one mother said:</p>
<blockquote>
<p>It is a parent’s responsibility to make sure that she gets to know the progress of the child, and also it is a parent’s responsibility … to give them food, shelter. </p>
</blockquote>
<p><strong>Championing success at the community level:</strong> Parents also reported that they had teamed up with the larger community to be champions of change. They were passing on lessons learned from ALOT Change to community members who were not part of the programme. </p>
<p>A mother from Korogocho observed that:</p>
<blockquote>
<p>If you see a child doing other things, you just ignore because he is not yours. That does not help us or Kenya. Maybe this child would have been a leader. </p>
</blockquote>
<h2>Way forward</h2>
<p>Parental involvement is a major ingredient in a child’s educational success. Parents are leaders in the home and collaborators with teachers. This means parents need to provide basic necessities, provide a safe environment where a child studies and know the whereabouts of their children when they are not in school. They also need to offer support with school work. </p>
<p>Overall, the success of adolescents in school is an outcome of communication.</p><img src="https://counter.theconversation.com/content/192149/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Benta A. Abuya does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Parents are enablers, motivators and facilitators of their children’s education.Benta A. Abuya, Research Scientist, African Population and Health Research CenterLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1896362022-09-05T20:04:19Z2022-09-05T20:04:19ZWhat parents should and shouldn’t say when talking to their child about NAPLAN results<p>It’s that time of year again when parents and students anxiously <a href="https://www.premier.vic.gov.au/victorian-students-receive-naplan-results">await their NAPLAN results</a>. </p>
<p>NAPLAN is a nationwide test of literacy and numeracy that all students in years 3, 5, 7 and 9 are expected to take. It doesn’t impact entrance to high school or university, but is a measure of how a child is performing at school. </p>
<p>Just like every year, some students will bring home results that are lower than what they hoped for. If this happens to your child, you can play an important role in helping them overcome some of the disappointment and limit any impact on their wellbeing. </p>
<p>What should you say – and what shouldn’t you say – when discussing NAPLAN results with your child? </p>
<h2>Do talk about the context</h2>
<p>One thing parents can do for their student is help them understand the broader context of NAPLAN. </p>
<p>For one thing, the <a href="https://www.nap.edu.au/naplan/faqs/naplan--general#:%7E:text=NAPLAN%20helps%20governments%2C%20education%20authorities,learning%20of%20literacy%20and%20numeracy.">purpose</a> of NAPLAN is for the government and public to get a broad understanding of how schools are performing. </p>
<p>This provides important information about where to allocate more resources to support schools in need. While individual families also receive information about how their student performed, this was not the original purpose of the test. </p>
<p>Another key aspect is the impact of COVID cannot be overstated when it comes to interpreting this year’s NAPLAN results. Countries around the world are <a href="https://www.theguardian.com/education/2022/sep/01/math-reading-scores-us-students-covid-pandemic-learning">reporting</a> that annual test scores are significantly down this year, and it shouldn’t be a surprise. </p>
<p>School disruptions might explain some of these drops, but we can’t forget the levels of fear, loss and trauma that many families have experienced due to the pandemic and floods. NAPLAN participation rates were <a href="https://www.smh.com.au/education/early-naplan-results-delayed-as-illness-floods-cause-high-absenteeism-20220826-p5bcxl.html">historically low</a> this year, which says a lot about the challenging circumstances students have faced. </p>
<h2>Do talk about life beyond NAPLAN</h2>
<p>Without fail, NAPLAN attracts national attention every year. To a student, it is hard to believe that NAPLAN could be anything but a very big deal. </p>
<p>Unfortunately, <a href="https://theconversation.com/naplan-testing-does-more-harm-than-good-26923">research</a> has shown students’ self esteem can be negatively impacted by lower-than-expected test results. </p>
<p>Parents can help students understand NAPLAN is only one indication of their learning progress. They can encourage their child to focus on their strengths and other indicators of achievement. These may be achievements in subjects not tested by NAPLAN, or involvement in extra curricular activities. </p>
<p>Parents may also like to note that some experts say the test should be abandoned or changed, arguing it it is <a href="https://theconversation.com/lets-abandon-naplan-we-can-do-better-95363">too narrowly focused</a> and <a href="https://theconversation.com/naplan-writing-tests-hinder-creativity-so-what-could-we-use-in-their-place-94735">hampers creativity</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/it-hurt-my-heart-and-my-wallet-the-unnecessary-test-stressing-teachers-before-they-even-make-it-to-the-classroom-187860">'It hurt my heart and my wallet': the unnecessary test stressing teachers before they even make it to the classroom</a>
</strong>
</em>
</p>
<hr>
<h2>Do talk to your child’s teacher</h2>
<p>Most importantly, if you have any questions about your student’s NAPLAN results, discuss these questions with your child’s teacher. </p>
<p>Teachers have the most valuable information about how your student is progressing through school. </p>
<p>Regardless of what NAPLAN results say, teachers are the ones who spend every day watching your student grow. They are constantly assessing learning, and they will be able to explain how your student is doing and how to interpret NAPLAN scores more holistically. </p>
<h2>Don’t compare your child’s results</h2>
<p>Please resist the urge to compare your student’s NAPLAN results to their peers’ or even their own previous scores. </p>
<p>I would say this every year, but it’s even more important now. The last few years have been extremely disruptive, and families have been impacted in very different ways. </p>
<p>It is impossible to know exactly how the effects of the pandemic influenced each student’s NAPLAN performance. Because of this, comparisons across students, classrooms or years can be misleading. </p>
<h2>Don’t focus on what NAPLAN ‘means’ for the future</h2>
<p>It is critical that students and parents understand that NAPLAN is only one narrow measure of learning. </p>
<p>NAPLAN only provides a small snapshot of how they performed on one day. NAPLAN will never be able to capture everything a student has learned or the progress they have made. </p>
<p>It is also true that NAPLAN doesn’t tell us much about what a student might do in the future. Most importantly, students should be reminded that NAPLAN does not define who they are, or what they are capable of achieving. </p>
<h2>And don’t panic!</h2>
<p>Regardless of how your student performs on NAPLAN this year, do not panic or get overly excited. </p>
<p>Remaining calm and encouraging your student to see NAPLAN as but one measure of achievement is crucial for supporting students’ wellbeing and future prospects. </p>
<p>Overreactions can have multiple consequences. They can lead to unnecessary pressure to perform better next time, which will likely have the opposite effect. </p>
<p>They can also lead to the incorrect <a href="https://www.tandfonline.com/eprint/irhbM4XKM7FsCCvp69HP/full">belief</a> that NAPLAN scores are true predictors of what students will be capable of doing in the future. It is not worth jeopardising a student’s sense of worth simply because of one test score. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/parents-and-screen-time-are-you-a-contract-maker-or-an-access-denier-with-your-child-188977">Parents and screen time: are you a 'contract maker' or an 'access denier' with your child?</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/189636/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jessica Holloway receives funding from the Australian Research Council. </span></em></p>Results are coming back for students in years, 3, 5, 7 and 9. It can seem like a very big deal to stressed students. In reality, it is only one indicator of how a child is progressing.Jessica Holloway, Senior Research DECRA Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1869032022-08-15T20:03:43Z2022-08-15T20:03:43ZHow to help your child write a speech (without doing it for them)<figure><img src="https://images.theconversation.com/files/473763/original/file-20220713-18-wh4j5w.jpg?ixlib=rb-1.1.0&rect=0%2C15%2C5265%2C3483&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>It’s hard for parents to help kids with homework <a href="https://theconversation.com/how-to-help-your-kids-with-homework-without-doing-it-for-them-126192">without doing it for them</a>. It can be especially difficult to work out where to start when your child is preparing a speech for school.</p>
<p>You might find your child is procrastinating more about getting started with a speech than about other homework. This could be because they are anxious about it. </p>
<p>Having something that they want to say to their class can help to increase your child’s confidence and motivation when they deliver the speech. A positive speechmaking experience can increase confidence for next time, which is why some schools teach public speaking in a systematic way.</p>
<p>It’s important to keep in mind that public speaking has two parts to it: writing the speech, and delivering it. </p>
<p>Here are some tips for how to help your kid with both aspects of preparation.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/474797/original/file-20220719-22-ly6ohw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/474797/original/file-20220719-22-ly6ohw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/474797/original/file-20220719-22-ly6ohw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/474797/original/file-20220719-22-ly6ohw.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/474797/original/file-20220719-22-ly6ohw.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/474797/original/file-20220719-22-ly6ohw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/474797/original/file-20220719-22-ly6ohw.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/474797/original/file-20220719-22-ly6ohw.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Having something that they want to say to their class can help to increase your child’s confidence and motivation when they deliver the speech.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/whats-the-point-of-homework-154056">What's the point of homework?</a>
</strong>
</em>
</p>
<hr>
<h2>Writing the speech</h2>
<p>First, help your child find something they want to say to their audience.</p>
<p>When a child is delivering a speech to the class, they are being listened to, observed, and watched by their peers. Most other classwork is only read by the teacher. In a speech, they are sharing their ideas with the whole class.</p>
<p>That’s why it is really important they own what they are saying, and say it in their own words.</p>
<p>It’s key they own the topic (if it is a free choice of topic) or that they own the stance they are taking (if the topic is set by the teacher). </p>
<p>As a parent, it’s tricky to support your child to find their own words to say – but it’s very important you don’t write the speech for them. </p>
<p>Help them to think about what they care about and what they think is important to share with their class. </p>
<p>Apart from the fact the teacher will spot a parent-written speech a mile away, if your child has no ownership of their speech, they will not care about communicating the ideas to the class.</p>
<p>Next, help your child to think about organising their ideas.</p>
<p>It’s good to have a hook or a catchy introduction into the main idea of the speech. That could be a rhetorical question, an anecdote or an amazing fact. They can then think of around three main points about the topic. </p>
<p>Ask your child questions that help them to think about some examples or evidence that support their ideas. </p>
<p>Finally, help them to finish their speech. Often, the ending might return to the beginning to round off the point being made – a kind of “I told you so”!</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/473814/original/file-20220713-20-lfmu98.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/473814/original/file-20220713-20-lfmu98.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/473814/original/file-20220713-20-lfmu98.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=397&fit=crop&dpr=1 600w, https://images.theconversation.com/files/473814/original/file-20220713-20-lfmu98.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=397&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/473814/original/file-20220713-20-lfmu98.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=397&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/473814/original/file-20220713-20-lfmu98.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=499&fit=crop&dpr=1 754w, https://images.theconversation.com/files/473814/original/file-20220713-20-lfmu98.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=499&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/473814/original/file-20220713-20-lfmu98.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=499&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">It is really important the child owns what they are saying, and says it in their own words.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>Delivering the speech – 4 tips for parents</h2>
<p><strong>1. Encourage your child to focus on communicating their idea to their audience.</strong></p>
<p>If they focus on sharing their ideas, rather than worrying about themselves, everything will come together. Encourage them to think about looking at the audience and making sure everyone can hear them.</p>
<p><strong>2. Practise the speed of delivery and time their speech.</strong></p>
<p>One of the easiest things to practise that makes a big difference to the delivery of the speech is the pacing. </p>
<p>The big tip is to slow down. When speakers feel nervous they tend to speed up, sometimes just a little — but often students will deliver their speeches at breakneck speed, racing to just get it done so they can go and sit down.</p>
<p>I’ve listened to thousands of student speeches and have never heard one delivered too slowly. But I have heard many that sound like a horse-race call.</p>
<p><strong>3. Be an affirmative audience to their speech.</strong></p>
<p>Listen to your child practise when they feel ready to share with you, but don’t push them if they are resistant. </p>
<p>Focus on building their confidence by talking to them about the moments you felt they were connecting with you as an audience member. Be appreciative of their jokes or show you share their feelings about ideas they care about. </p>
<p>Your children seek your approval – don’t be stingy with it.</p>
<p><strong>4. If they are feeling confident, suggest they work on nuancing their delivery.</strong></p>
<p>Once they are feeling confident about delivering the speech, the child can add variety and texture.</p>
<p>For instance, they might slow down for emphasis on certain words, add a pause after asking a question, or think about some moments where they might speak more softly or loudly. </p>
<p>Variation will add interest to the delivery of the speech and help to grab and keep the audience’s attention. It also helps further convey your child’s ideas.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/474792/original/file-20220719-24-4r3kz0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/474792/original/file-20220719-24-4r3kz0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/474792/original/file-20220719-24-4r3kz0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=328&fit=crop&dpr=1 600w, https://images.theconversation.com/files/474792/original/file-20220719-24-4r3kz0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=328&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/474792/original/file-20220719-24-4r3kz0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=328&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/474792/original/file-20220719-24-4r3kz0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=412&fit=crop&dpr=1 754w, https://images.theconversation.com/files/474792/original/file-20220719-24-4r3kz0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=412&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/474792/original/file-20220719-24-4r3kz0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=412&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">It’s hard to get the balance right when supporting your child to prepare their speech.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<h2>Good support takes time</h2>
<p>It’s hard to get the balance right when supporting your child to prepare their speech. The trick is to understand that it will take more than one sitting. </p>
<p>So, plan for a few chunks of time, and work on building their ideas and enthusiasm.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/should-parents-help-their-kids-with-homework-121973">Should parents help their kids with homework?</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/186903/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Joanne O'Mara receives funding from The Australian Research Council and the Social Sciences and Humanities Research Council of Canada.</span></em></p>It’s important to keep in mind public speaking has two parts to it: writing the speech and delivering it.Joanne O'Mara, Associate Professor in Education, Deakin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1862162022-07-11T20:03:39Z2022-07-11T20:03:39ZFrom shopping lists to jokes on the fridge – 6 ways parents can help their primary kids learn to write well<figure><img src="https://images.theconversation.com/files/473285/original/file-20220711-18-sf9pkj.jpg?ixlib=rb-1.1.0&rect=17%2C0%2C5818%2C3820&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p>Learning how to be a confident and communicative writer is one of the most important skills students learn at school. </p>
<p>But NAPLAN results show a <a href="https://link.springer.com/article/10.1007/s13384-019-00366-8">significant decline</a> in Australian students’ writing performance. Research for the period to 2018, shows year nine students performed nearly 1.5 years behind the average student in 2011. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/writing-needs-to-be-taught-and-practised-australian-schools-are-dropping-the-focus-too-early-148104">Writing needs to be taught and practised. Australian schools are dropping the focus too early</a>
</strong>
</em>
</p>
<hr>
<p>International studies <a href="https://journals.sagepub.com/doi/10.3102/0091732X18821125">have also</a> raised concerns about students’ writing performance, stressing the need to learn more about how writing is taught in primary schools.</p>
<p>So, what is happening in Australian primary classrooms? And what can parents do to help their children learn to write at home? </p>
<h2>Our new research</h2>
<p>In 2020, <a href="https://link.springer.com/article/10.1007/s11145-022-10294-2">we surveyed</a> 310 primary teachers around Australia. Through an online questionnaire, we asked teachers about the time children spent writing in their classrooms and what types of activities they did to teach writing. </p>
<p>While this has been studied at the state level, this is the first national survey in Australia about the teaching of writing to primary students.</p>
<p>While no classroom is the same, the Australian Education Research Organisation <a href="https://www.edresearch.edu.au/resources/writing-and-writing-instruction">recommends</a> primary students should spend at least one hour per day – or 300 minutes (five hours) a week – doing writing activities and being taught writing. </p>
<figure class="align-center ">
<img alt="School students share their work." src="https://images.theconversation.com/files/472935/original/file-20220707-14-ns8jtp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/472935/original/file-20220707-14-ns8jtp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/472935/original/file-20220707-14-ns8jtp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/472935/original/file-20220707-14-ns8jtp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/472935/original/file-20220707-14-ns8jtp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/472935/original/file-20220707-14-ns8jtp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/472935/original/file-20220707-14-ns8jtp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Students need to learn how to spell, but also write clearly, plan and revise their work.</span>
<span class="attribution"><span class="source">www.shutterstock.com</span></span>
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</figure>
<p>Most teachers in our survey said their students usually spent about three hours a week on writing activities in their classrooms. But responses varied considerably, with some teachers reporting only 15 minutes of writing practice per week and others reporting 7.5 hours per week. </p>
<p>Most teachers spent more time teaching spelling (about 88 minutes) than any other writing skill. They spent an average of 34 minutes teaching handwriting, 11 minutes teaching typing, 35 minutes teaching planning strategies, and 42 minutes teaching children strategies to revise their texts.</p>
<p>While the development of spelling skills is obviously important, the lack of attention given to planning and reviewing a piece of writing is concerning. </p>
<p>Research <a href="https://books.google.com.au/books?hl=pt-PT&lr=&id=2C_y5Wx7x-8C&oi=fnd&pg=PP1&dq=Best+practices+for+writing+instruction&ots=flblrKM8do&sig=CYorq7ycvNnGfHZ4xigIyu4MKwY&redir_esc=y#v=onepage&q=Best%20practices%20for%20writing%20instruction&f=false">shows</a> children who plan and revise their texts end up writing much higher quality pieces of writing. However, studies <a href="https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12251">also show</a> that unless children are taught how to do this, they rarely do it. </p>
<h2>How much are families asked to help?</h2>
<p>In our survey, we asked teachers about the use of 20 different strategies for teaching writing. But strategies to promote writing at home with parental support were the least reported.</p>
<p>Almost 65% of teachers we surveyed never asked students to write at home with the support of a family member. Meanwhile about 77% said they rarely (once a year) or never asked parents or carers to read their children’s written work. </p>
<figure class="align-center ">
<img alt="Teacher writing on a whiteboard." src="https://images.theconversation.com/files/472936/original/file-20220707-23-ps5fvy.jpg?ixlib=rb-1.1.0&rect=0%2C22%2C4910%2C3255&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/472936/original/file-20220707-23-ps5fvy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/472936/original/file-20220707-23-ps5fvy.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/472936/original/file-20220707-23-ps5fvy.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/472936/original/file-20220707-23-ps5fvy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/472936/original/file-20220707-23-ps5fvy.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/472936/original/file-20220707-23-ps5fvy.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Almost 80% of surveyed teachers said their rarely or never asked parents to read a students’ written work.</span>
<span class="attribution"><span class="source">www.shutterstock.com</span></span>
</figcaption>
</figure>
<p>This is concerning as <a href="https://link.springer.com/article/10.1007/s11145-016-9672-6">research shows</a> parental involvement helps children build their writing skills. </p>
<p>So, our findings show a need for teachers and families to work together more. As well as the need to provide families with more guidance about what they can do to support children as developing writers.</p>
<h2>What can families do?</h2>
<p>If you want to do more to help your child learn to write and write well, there are <a href="https://petaa.edu.au//imis_prod/w/Teaching_Resources/w/Teaching_Resources/Parents_guide.aspx">many things you can do</a> in your every day life at home. Here are some recommendations to consider: </p>
<p><strong>1. Get your kids to write for a reason</strong></p>
<p>It doesn’t matter how small the task is. Encouraging children to write for a clear purpose is key. It can be a simple reminder note, a message to go in someone’s lunch box, a shopping list or a birthday card. </p>
<p><strong>2. Write together for fun</strong> </p>
<p>Encourage family activities that make writing fun. Create jokes, riddles, stories, rhyming lists, and anything else you can think of!</p>
<p><strong>3. Display writing done in the family</strong></p>
<p>Use the fridge, family noticeboard or calendar. This shows children how writing works in our lives and how important it is and how it is valued. </p>
<p><strong>4. Get your kids to read you their writing</strong></p>
<p>Ask children to read their writing aloud. This shows your kids you are interested in what they are doing. Also, when children read their written work aloud, they will inevitably notice some mistakes (so it’s like revising their work). </p>
<p><strong>5. Be encouraging</strong> </p>
<p>When working on writing skills with your child, make sure you are positive. You could say things such as, “I noticed that you really focused on your writing” or “I really like how you used [that word]”. Also recognise any progress in their writing efforts, “I noticed that you checked your capital letters”. </p>
<p><strong>6. Take the initiative at school</strong> </p>
<p>Talk to your child’s teacher about what you are doing at home and ask for suggestions about what your child needs to further develop their writing skills. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/im-in-another-world-writing-without-rules-lets-kids-find-their-voice-just-like-professional-authors-124976">'I'm in another world': writing without rules lets kids find their voice, just like professional authors</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/186216/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Anabela Malpique receives funding from Collier Charitable Foundation (ID1749)</span></em></p><p class="fine-print"><em><span>Debora Valcan, Deborah Pino Pasternak, and Susan Ledger do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A new survey of Australian primary teachers found almost 65% of teachers never asked students to write at home with the support of a family member.Anabela Malpique, Senior Lecturer, Edith Cowan UniversityDeborah Pino Pasternak, Associate Professor in early Childhood Education and Community, University of CanberraDebora Valcan, Murdoch UniversitySusan Ledger, Professor Susan Ledger, Head of School - Dean of Education, University of Newcastle, NSW., University of NewcastleLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1788092022-06-16T11:32:44Z2022-06-16T11:32:44ZLondon’s Olympic legacy: research reveals why £2.2 billion investment in primary school PE has failed teachers<p>The 2012 Olympic and Paralympic Games in London were billed as the <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224148/2901179_OlympicLegacy_acc.pdf">“Legacy Games”</a>. The euphoria in the lead up was palpable. London was poised to host a global event that, through the power of sport, promised to have a major impact on health, education and culture, as well as boosting the economy through ambitious infrastructure projects. </p>
<p>Physical education (PE) in primary schools in England was to be a significant benefactor, with the aim to inspire the youngest school-aged children. Renewed investment in PE would be crucial when it came to delivering much of the Games’ legacy. The prime minister at the time, David Cameron, pledged a commitment to school sport in a <a href="https://www.gov.uk/government/news/prime-ministers-speech-on-the-london-2012-olympics">speech</a> delivered just before the Games started. He said: “The Olympic spirit of taking part can make a real difference to young people,” adding:</p>
<blockquote>
<p>Sustaining the momentum of the Games means opening people’s eyes to the possibility of sport. Getting young people to follow their heroes and to take part and to get schools to take part as well …</p>
</blockquote>
<p>But as the tenth anniversary of the London Olympics approaches, our research – undertaken over the past six years – tells a very different story. Despite a direct investment of more than <a href="https://www.gov.uk/guidance/pe-and-sport-premium-for-primary-schools">£2.2 billion</a> into primary PE since 2012 – making it the highest-funded subject at primary age – most PE lessons in the primary sector are outsourced to sports coaches and instructors who often possess “limited qualifications [and] a minimal knowledge of the pupil recipients”, according to a high-profile cross-party group of <a href="https://fhcappg.org.uk/wp-content/uploads/2019/07/the-primary-pe-and-sport-premium-report-180219-2.pdf">MPs and experts</a> called in to investigate the funding.</p>
<p>We have identified a clear failure of this Olympic investment – known as the Primary PE and School Sport Premium (or “Premium”) – to deliver on one of its <a href="https://www.afpe.org.uk/physical-education/wp-content/uploads/5-Key-Indicators.pdf#:%7E:text=Primary%20PE%20and%20Sport%20Premium%20-%20Key%20Indicators,the%20school%20as%20a%20tool%20for%20whole-school%20improvement">stated aims</a> of increasing the “confidence, knowledge and skills of all [primary] staff in teaching PE and sport”. We found there is little evidence of any legacy of improved PE teaching within England’s primary school sector. Final-year primary education trainees who took part in our <a href="https://www.tandfonline.com/doi/full/10.1080/03054985.2022.2040471">latest research</a> told us it was difficult for them to even observe a primary PE lesson as part of their teacher-training. For most, teaching a PE lesson was not an option.</p>
<p>The London Olympics windfall has instead seen staff teachers sidelined in favour of an army of outsourced providers, looking for business in a well-funded marketplace for the best part of a decade. Many schools say they are happy to pay for this extra expertise, and are happy with the work the private sports coaches do. But there has been a striking lack of auditing of how this taxpayers’ money has been spent. </p>
<figure class="align-center ">
<img alt="Tower Bridge in London at night with olympic rings hanging from it." src="https://images.theconversation.com/files/459805/original/file-20220426-20-ctftlo.jpeg?ixlib=rb-1.1.0&rect=136%2C44%2C2311%2C1507&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/459805/original/file-20220426-20-ctftlo.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/459805/original/file-20220426-20-ctftlo.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/459805/original/file-20220426-20-ctftlo.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/459805/original/file-20220426-20-ctftlo.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/459805/original/file-20220426-20-ctftlo.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/459805/original/file-20220426-20-ctftlo.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Tower Bridge during the London 2012 Olympic Games.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/london-uk-july-15-tower-bridge-1012802149">Shutterstock/Thanongsak Yinnaitham</a></span>
</figcaption>
</figure>
<p><a href="https://journals.sagepub.com/doi/10.1177/1356336X17699430">Our research</a> highlights 61 different permutations of who has been teaching PE to children in English primary schools, ranging from accredited sports coaches to parent helpers and teaching assistants. </p>
<p>With the government still in discussions about the future of the Premium beyond the current academic year, and amid growing budgetary pressures, the failure to build primary PE teachers’ skills could lead to a rapid erosion of provision should the funding be cut.</p>
<p>This has in-part been allowed to happen by the extraordinary lack of accountability over the use of this money. Earlier this year, <a href="https://www.gov.uk/government/publications/research-review-series-pe/research-review-series-pe#contents">Ofsted concluded</a> that “it is still unclear what precise and sustained positive effect it [the Premium] is having on teachers’ expertise and pupils’ outcomes in PE”. </p>
<p>So what has happened to the £2.2 billion of taxpayers’ money, and what is the real legacy of London 2012 on the teaching profession? We turned to primary schools and recently qualified teachers to find the answers. Perhaps surprisingly in the wake of London 2012, no such extra funding was invested into secondary schools, so the promise of change through PE was left almost entirely to the primary sector.</p>
<hr>
<figure class="align-right ">
<img alt="" src="https://images.theconversation.com/files/288776/original/file-20190820-170910-8bv1s7.png?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/288776/original/file-20190820-170910-8bv1s7.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=600&fit=crop&dpr=1 600w, https://images.theconversation.com/files/288776/original/file-20190820-170910-8bv1s7.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=600&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/288776/original/file-20190820-170910-8bv1s7.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=600&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/288776/original/file-20190820-170910-8bv1s7.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=754&fit=crop&dpr=1 754w, https://images.theconversation.com/files/288776/original/file-20190820-170910-8bv1s7.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=754&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/288776/original/file-20190820-170910-8bv1s7.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=754&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<p><strong><em>This story is part of Conversation Insights</em></strong>
<br><em>The Insights team generates <a href="https://theconversation.com/uk/topics/insights-series-71218">long-form journalism</a> and is working with academics from different backgrounds who have been engaged in projects to tackle societal and scientific challenges.</em></p>
<hr>
<p>Since 2015, we have analysed more than <a href="https://www.tandfonline.com/doi/abs/10.1080/03004279.2016.1169485?journalCode=rett20">1,800 school websites</a> and documents detailing primary PE investment. We have also surveyed <a href="https://www.tandfonline.com/doi/abs/10.1080/03004279.2020.1736598?journalCode=rett20">1,200 trainee teachers</a> – the largest study of its kind to investigate trainee teachers in primary PE – and conducted a further survey of <a href="https://www.tandfonline.com/doi/full/10.1080/03054985.2022.2040471">625 trainee teachers</a>. </p>
<p>The aim was to understand and scope their experience of teaching PE. Our culminated findings have huge implications for the future of primary PE teaching. </p>
<h2>Primary PE and the school sport ‘Premium’</h2>
<p>The post-2012 era triggered a flurry of political interest and financial investment into primary PE. A <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224148/2901179_OlympicLegacy_acc.pdf">government document</a> at the time – Inspired by 2012: The legacy from the London 2012 Olympic and Paralympic Games – heralded: </p>
<blockquote>
<p>Sport should be a central and important part of any school. Great schools have long known that sporting excellence and participation, alongside strong cultural opportunities, go hand in hand with high academic standards. To support this aim, physical education will remain a compulsory part of the curriculum at all four key stages of education, with a greater emphasis on competitive sport.</p>
</blockquote>
<p>The upshot of this publication was the announcement that an initial ring-fenced investment of £150 million per year would be made to primary PE. It would be payable directly to all maintained primary schools in England. The Premium was later doubled in 2017 to <a href="https://www.gov.uk/government/news/pe-and-sports-premium-doubles-to-320-million">£320 million per year</a> – made possible by a tax on sugary drinks.</p>
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<p>With investment accrued from three government departments – the Department for Education (DfE), the Department of Health, and the Department of Digital Culture, Media and Sport – the Premium was meant to have a major impact on young people’s education, health and sport participation. </p>
<p>But crucially it was also supposed to improve the confidence and competence of primary teachers to teach PE. This was made explicit through the Premium’s <a href="https://www.afpe.org.uk/physical-education/wp-content/uploads/5-Key-Indicators.pdf#:%7E:text=Primary%20PE%20and%20Sport%20Premium%20-%20Key%20Indicators,the%20school%20as%20a%20tool%20for%20whole-school%20improvement">five key indicators</a> as outlined by the DfE – and most obviously the third:</p>
<ol>
<li>engagement of all pupils in regular physical activity</li>
<li>the profile of PE and sport is raised across the school as a tool for whole-school improvement</li>
<li>increased confidence, knowledge and skills of all staff in teaching PE and sport</li>
<li>broader experience of a range of sports and physical activities offered to all pupils</li>
<li>increased participation in competitive sport.</li>
</ol>
<h2>More investment than maths</h2>
<p>Initial government guidance about how schools could spend this extra money was flexible. Head teachers were given autonomy to determine how to achieve the goal of improving the quality of PE and sports provision in their schools. </p>
<p>To this day, primary PE remains the highest funded subject in the school curriculum – when you take into account additional funding. As a contemporary comparison, mathematics – a core area of the curriculum, typically taught to children on a daily basis and part of a national standardised annual testing programme – has received a total extra investment of £52 million over nine years, on top of what schools get in the annual budgets. (This includes <a href="https://www.gov.uk/government/news/new-maths-hubs-to-raise-standards">£11 million</a> of additional government funding since 2013, across primary and secondary schools, to support a “mathematics mastery” agenda.) This extra funding is dwarfed compared to the £2.2 billion provided to primary schools for PE over ten years through the Premium. </p>
<p>And the investment into primary PE continues to rise year on year, with few questions being asked about what impact it is having. But based on our <a href="https://www.tandfonline.com/doi/abs/10.1080/03004279.2020.1736598?journalCode=rett20">evidence</a>, it would seem that the funding is without infrastructure and accountability, and has created cracks in the foundation of primary PE teaching that might now be irreversible.</p>
<h2>Out-sourcing</h2>
<p>In the absence of any transparent and independent review of the Premium, university teacher-training providers in England commissioned the All-Party Parliamentary Group on a Fit and Healthy Childhood to look at the issues around it. The 2019 <a href="https://fhcappg.org.uk/wp-content/uploads/2019/07/the-primary-pe-and-sport-premium-report-180219-2.pdf">report</a> highlighted a number of mounting concerns stemming from the funding – the most prominent being how the Premium was left to plug the gaps in school budgets by outsourcing PE to private specialists who were “not qualified” to teach PE. The parliamentary report concluded:</p>
<blockquote>
<p>The Premium has seemingly had the unfortunate and unforeseen consequence of virtually ‘ceding’ the subject in its entirety to non-qualified individuals; specifically, sports coaches/instructors with limited qualifications, a minimal knowledge of the pupil recipients and imperfect understanding of key pedagogical matters such as inclusion, progression and assessment.</p>
</blockquote>
<p>Ofsted, Her Majesty’s Inspectorate for Schools, has written two critical reports on the effectiveness of the Premium. Its <a href="https://www.gov.uk/government/publications/research-review-series-pe/research-review-series-pe#contents">March 2022</a> report questioned the overall “positive effect” on teachers and pupils alike when it came to PE, while its <a href="https://www.gov.uk/government/publications/obesity-healthy-eating-and-physical-activity-in-primary-schools">2018 report</a> noted that some schools were not following guidance on how the Premium should be spent. Despite these reports, Ofsted is not responsible for auditing the Premium or tracking its spending, compounding the overall lack of accountability around it.</p>
<p>It is important to underline that we do not believe the Premium has been a total failure. Some of the key indicators have been met and many private sports coaches are doing a great job when it comes to teaching primary PE. Indeed, all of the schools we sampled in 2018 were clear that the funding had had a significant impact on how they deliver PE.</p>
<p>Nevertheless, there is a total lack of recorded figures or evidence related to Premium spending – and that is a concern. Investigations attached to our 2018 research revealed that there were significant challenges with accountability, quality assurance and sustainability. And the testimony from head teachers overwhelmingly revealed there was little or no concern for long- or even medium-term strategy in PE delivery.</p>
<h2>Removal without renewal</h2>
<p>Perhaps an even bigger problem is that this funding was supposed to be sustainable and of long-term benefit to primary education. The word “sustainability” was attached to the Premium from the start. In short, what schools invest in now should have a long-lasting impact in the future. Within the field of conservation, sustainability is often associated with renewal or regrowth; what is lost is then replaced. </p>
<p>But in the context of primary PE, outsourced providers have now <a href="https://www.tandfonline.com/doi/abs/10.1080/03004270903099793">replaced swathes of teachers</a> for the best part of a decade. And this has led to the deskilling of a profession which was already lacking confidence and competence to teach PE in primary schools. </p>
<p>Guidance from the DfE states that if Premium funding is used to buy in external expertise, it should be done so to upskill teachers, not to replace them. But according to the trainee teachers we spoke with, this upskilling was only happening in 4.5% of the lessons they observed (where a qualified teacher worked alongside an external sports coach to glean valuable PE knowledge).</p>
<p>There have been warning signs for years. Our earlier <a href="https://www.tandfonline.com/doi/abs/10.1080/03004279.2016.1169485?journalCode=rett20">research</a> findings revealed that the use of external sports coaches, who do not hold primary teaching qualifications, has been growing for the best part of two decades, raising questions about how such an approach could be sustainable without continued levels of investment.</p>
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<p><a href="https://www.tandfonline.com/doi/abs/10.1080/03004279.2017.1291699">Another 2018 study</a> we conducted investigated more detailed experiences of seven schools in one local authority. Through semi-structured interviews with head teachers, the study aimed to find out how the Premium had been spent and what impact it had had. The sample of schools demonstrated there were no robust or transparent mechanisms for recording the impact of the funding. This is despite the government stipulating this as a requirement of the Premium, with guidelines published by both the Association for Physical Education and the Youth Sport Trust, linked to the <a href="https://www.gov.uk/guidance/pe-and-sport-premium-for-primary-schools">DfE guidance</a>.</p>
<h2>What if the funding was pulled?</h2>
<p>So what would happen if the funding was removed? One obvious solution would be for primary schools to return to delivering PE via their existing teaching workforce and stop the expensive outsourcing programme. But two decades of government policies have quietly eroded the PE expertise that once could be found in every school. Restoring this would undoubtedly require an increase in school staffing budgets. </p>
<p>When the Department for Education (DfE) published its <a href="https://dera.ioe.ac.uk/4549/">Qualifying to Teach</a> document in 2002, it specified that trainee teachers were no longer required to hold a subject specialism beyond their basic general primary training (for example, in PE, Science, Art or History).</p>
<p>Consequently, many universities moved from offering three- and four-year undergraduate teaching courses, to one-year postgraduate courses. One likely suggestion for this was to speed up the time it took for teachers to become qualified and reduce the cost of doing so (a standard single honours degree has less than half the hours of a teacher-training degree. So over a three/four-year period the resources required to deliver a teacher-training degree are considerably more expensive). If placements can be done in school too that’s even better as it’s someone else’s staff, time and facility. </p>
<p>With less specialist subject teaching required in schools, this also meant fewer staff were needed and subjects, such as PE, began to be delivered with minimum provision and limited content. </p>
<p>The leaching of specialist expertise from primary PE had begun. We are now two decades on from the DfE’s revised professional standards detailed in Qualifying to Teach and two decades on from outsourced PE “specialists” routinely entering primary schools. In short, most primary teachers under the age of 40 have entered the profession with limited and generalist teacher-training. They don’t always have a related degree and have little opportunity to teach PE.</p>
<p>The inevitable conclusion is that if schools chose to deliver PE via their existing workforce, and if the Premium funding were removed, the quality of provision would be patchy and inconsistent at best. While some schools may well have a PE graduate, others will have no one either interested or qualified to lead the subject. </p>
<h2>Is the policy still fit for purpose?</h2>
<p>As we await an announcement from government on whether the Premium will continue in 2022-23, it is timely to reflect on what tangible impact the funding has had on the physical education of young people so far.</p>
<p>Nobody in the primary sector wants to see this funding pulled. But the sheer volume of investment, over such a long period and with very little accountability, requires that serious questions are asked about its future. </p>
<p>At the very least, greater accountability and investment into a sustainable PE infrastructure and professional development is needed to ensure that qualified teachers are not permanently absent from the PE curriculum. </p>
<p>One such response has come from a recent <a href="https://www.afpe.org.uk/physical-education/wp-content/uploads/113-Embargoed-Sport-and-Recreation-Committee-Report.pdf">Lords Committee report</a> and <a href="https://www.bing.com/search?q=pe+debate+as+core+subject+in+westminster&FORM=AWRE">Westminster debate</a> advocating that PE be made a core subject, alongside English, mathematics and science – a view shared by many within the profession.</p>
<p>It is true that many young people, and teachers, will have benefited from the Premium and its outsourcing legacy through increased opportunities and access to physical activity. But those benefits are not known beyond the point of delivery and are dependent on continued investment in a complex infrastructure of external personnel. </p>
<p>This is not to disparage the role that such a diverse and outsourced workforce has brought to PE and school sport over the last decade, but it does suggest that clarity is needed about what its role is, or could be. </p>
<p>External providers are exactly that: external. They should complement teachers’ expertise, not replace it. In the wake of the pandemic, the health and wellbeing of children is more important than ever. But the value of a subject cannot be based on money alone. </p>
<p>The subject is at a crossroads: it can either continue with high levels of investment to sustain a complex outsourcing workforce or it can commit to a change in policy that focuses on initial teacher-training and continued professional development that starts to build a teaching profession that is confident and knowledgeable in delivering primary PE. </p>
<p>This government has nailed its colours to the mast with its so-called levelling up agenda, which <a href="https://www.sportengland.org/news/statement-levelling-white-paper">includes action</a> on healthcare, wellbeing and standards of primary educational attainment. If it is serious about delivering these, it cannot ignore how we provide PE at primary level.</p>
<p>Whatever the right direction, if we are not to squander the legacy of London 2012, we should ensure that the physical education of young people is fully integrated into the school curriculum with funding that is both sustainable and accountable. </p>
<hr>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/313478/original/file-20200204-41481-1n8vco4.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/313478/original/file-20200204-41481-1n8vco4.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=112&fit=crop&dpr=1 600w, https://images.theconversation.com/files/313478/original/file-20200204-41481-1n8vco4.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=112&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/313478/original/file-20200204-41481-1n8vco4.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=112&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/313478/original/file-20200204-41481-1n8vco4.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=140&fit=crop&dpr=1 754w, https://images.theconversation.com/files/313478/original/file-20200204-41481-1n8vco4.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=140&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/313478/original/file-20200204-41481-1n8vco4.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=140&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption"></span>
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<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Many primary school PE lessons have been outsourced to private sports contractors, resulting in the ‘deskilling’ of a generation of teachers.Vicky Randall, Senior Fellow (Education), University of WinchesterGerald Griggs, Dean and Head of Academics, University Campus of Football Business (Etihad Campus)Licensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1817652022-05-17T09:13:08Z2022-05-17T09:13:08ZMore maths testing could be good for primary schoolchildren – if done in the right way<figure><img src="https://images.theconversation.com/files/463288/original/file-20220516-26-mskf5f.jpg?ixlib=rb-1.1.0&rect=5%2C0%2C3589%2C2398&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/portrait-adorable-asia-kid-girl-doing-501754417">BlurryMe/Shutterstock</a></span></figcaption></figure><p>Recently published <a href="https://www.bbc.co.uk/news/education-60846684">UK government plans</a> proposed that by 2030, 90% of children leaving primary school in England should reach the expected standards in reading, writing and maths, compared with 65% in 2019. </p>
<p>As part of efforts to achieve this, the government is introducing more testing. In June 2022, year four pupils (aged eight to nine) must take a <a href="https://www.gov.uk/government/collections/multiplication-tables-check">multiplication tables check</a>. This means that, for mathematics, children will be tested four times during primary school. </p>
<p>The multiplication tables check joins a <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/868099/2020_Assessment_Framework_Reception_Baseline_Assessment.pdf">baseline assessment</a> in numeracy as well as literacy, communication and language, introduced in 2021 for children aged four joining reception class. Children also take standardised Sats tests in year two (aged six to seven) and year six (aged 10 to 11). </p>
<p>Although test results can be informative, more testing will not necessarily help children who struggle. In fact, test situations induce anxiety, and preparing for high-stakes tests can turn classrooms into <a href="https://www.scientificamerican.com/article/researchers-find-that-frequent-tests-can-boost-learning/">test-preparation factories</a>. By the end of primary school, many children have sat through countless maths classes feeling anxious and having no clue what is going on. This is the problem that really needs to be addressed.</p>
<h2>Struggles with maths</h2>
<p>Research suggests that, in general, there are two main culprits when it comes to failure in maths. One is <a href="https://theconversation.com/dyscalculia-maths-dyslexia-or-why-so-many-children-struggle-with-numbers-104655">developmental dyscalculia</a> – a specific learning disorder, which affects about <a href="https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/bjop.12322">one in 20 children</a>. The other is <a href="https://www.cam.ac.uk/research/news/report-examines-origins-and-nature-of-maths-anxiety">maths anxiety</a>, which is an even more common problem. According to a <a href="https://www.oecd.org/pisa/keyfindings/pisa-2012-results-gender-eng.pdf">large-scale international study</a>, about one in three adolescents get very nervous when they have to do maths. </p>
<p><a href="https://www.bdadyslexia.org.uk/dyslexia/neurodiversity-and-co-occurring-differences/dyscalculia-and-maths-difficulties">Dyscalculia</a> is a developmental disability that involves persistent, severe difficulties with learning and doing mathematics, which are present from a young age. These difficulties <a href="https://inews.co.uk/news/long-reads/what-dyscalculia-blind-spot-maths-problematic-dyslexia-disability-explained-1570606">significantly interfere</a> with academic or occupational performance, and even with daily activities. For example, a person with dyscalculia may struggle to read a clock, have problems estimating the time needed for different activities, or find measuring ingredients for cooking difficult.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1499436977632030728"}"></div></p>
<p>On the other hand, <a href="https://www.youtube.com/watch?v=7snnRaC4t5c&list=RDCMUCsooa4yRKGN_zEE8iknghZA&start_radio=1">maths anxiety</a> is a feeling of tension and fear that many people experience when they are faced with maths problems or when they have to deal with numbers in their everyday life. </p>
<p>It can lead to behavioural problems in class in the case of pupils, as well as to a variety of unpleasant physiological symptoms, such as a <a href="https://www.theguardian.com/education/2019/mar/14/maths-anxiety-causing-fear-and-despair-in-children-as-young-as-six">racing heart or butterflies in the stomach</a>. <a href="https://link.springer.com/article/10.1007/s00221-017-5128-8">A study</a> even found that doing arithmetic while being evaluated by an observer led to changes in people’s posture. They adopted positions which resembled reactions to the fear of falling when standing on an elevated surface.</p>
<p>Although the same person may be affected by both maths anxiety and dyscalculia, this is not necessarily the case. <a href="https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000222">Research</a> suggests that about 80% of children with high maths anxiety show average or above average maths performance.</p>
<p>The effects of dyscalculia and maths anxiety are present from the <a href="https://theconversation.com/what-a-fear-of-maths-does-to-children-new-research-150108">first school grades</a>, which means that they could be identified and helped from very early on. However, while the reception year baseline check offers an early measurement point where children with difficulties could be identified, this is not how the results of this test are used. </p>
<p>First of all, these results are not shared with schools. Instead, they are recorded in the national pupil database and used to create a cohort-level progress measure for schools at the end of <a href="https://www.gov.uk/national-curriculum/key-stage-1-and-2">key stage two</a>. There are also no standards to which children’s scores are compared. In fact, individual children are not presented with the same questions, so their scores are not directly comparable.</p>
<h2>Early intervention</h2>
<p>Any effective educational policy that aims to improve maths achievement needs to tackle both dyscalculia and maths anxiety, and these interventions should start very early. Early testing, if it was used to identify children who need help, could be very beneficial. </p>
<p>Early identification of maths anxiety could be easily done with self-report questionnaires, which ask children to report on how they feel in different situations related to maths learning. These questionnaires can detect maths anxiety in children as young as <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01014/full">six years of age</a>. </p>
<figure class="align-center ">
<img alt="Boy looking apprehensively at homework" src="https://images.theconversation.com/files/463294/original/file-20220516-25-qyppey.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/463294/original/file-20220516-25-qyppey.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/463294/original/file-20220516-25-qyppey.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/463294/original/file-20220516-25-qyppey.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/463294/original/file-20220516-25-qyppey.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/463294/original/file-20220516-25-qyppey.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/463294/original/file-20220516-25-qyppey.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Maths anxiety can affect pupils of all skill levels.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/tired-boring-boy-dont-want-do-331750409">Oksana Mizina/Shutterstock</a></span>
</figcaption>
</figure>
<p>Our <a href="https://www.lboro.ac.uk/media-centre/press-releases/2021/november/centre-for-early-mathematics-learning/">research group</a> is also currently developing a dyscalculia screening tool for primary school-age children. If pupils with these problems are identified early, there is a much higher chance of positive outcomes.</p>
<p>MP Matt Hancock has recently proposed the introduction of <a href="https://www.redbrick.me/universal-dyslexia-screening-with-matt-hancock/">universal dyslexia screening</a> for primary school pupils. If the aim of the government is to improve both literacy and numeracy standards, a similar approach should be taken in relation to dyscalculia as well.</p>
<p>For now, a child with dyslexia is <a href="https://digest.bps.org.uk/2018/09/18/uk-study-finds-children-with-maths-difficulties-sldm-dyscalculia-are-100-times-less-likely-to-receive-an-official-diagnosis-than-peers-with-dyslexia/">about a hundred times more likely</a> to be diagnosed and to receive educational support than a child with dyscalculia. Currently, support for dyscalculic pupils mostly comes from charities and organisations without significant government funding, such as the <a href="https://www.dyscalculianetwork.com/">Dyscalculia Network</a>.</p>
<p>While dyscalculia can lead to permanently very low performance in affected pupils, mathematics anxiety may be most debilitating for students with <a href="https://www.lboro.ac.uk/media-centre/press-releases/2022/march/maths-anxiety-cuppa-with-a-scientist/">average or high mathematics potential</a>. These students underperform in <a href="https://www.oecd-ilibrary.org/docserver/5js6b2579tnx-en.pdf?expires=1651135411&id=id&accname=guest&checksum=8AFA4AFE2FF6FA301196C8DFA0462174">important test situations</a> and lack the confidence to make the most of their skills. Of course, maths anxiety may affect children of all abilities. </p>
<p>Although the tools to tackle the sources of failure in maths do exist, there is a long way to go before these will become available for every child in every classroom. Testing done right could be a first step to prevent the development of maths difficulties, without increasing levels of stress among younger children. In time, it could also raise national standards in maths to somewhere near the government’s new target.</p><img src="https://counter.theconversation.com/content/181765/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kinga Morsanyi does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>More testing will not necessarily help children who struggle.Kinga Morsanyi, Senior Lecturer in Mathematical Cognition, Loughborough UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1816522022-05-11T09:33:34Z2022-05-11T09:33:34ZPrimary school children get little academic benefit from homework<figure><img src="https://images.theconversation.com/files/462255/original/file-20220510-20-td5y0o.jpg?ixlib=rb-1.1.0&rect=11%2C11%2C7337%2C4891&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/indian-woman-checking-how-her-children-746762422">Dragon Images/Shutterstock</a></span></figcaption></figure><p>Homework: a word that can cause despair not just in children, but also in parents and even teachers. And for primary school children at least, it may be that schools setting homework is more trouble than it’s worth. </p>
<p>There is evidence that homework can be <a href="https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework">useful at secondary school</a>. It can be used to consolidate material learnt in class or to prepare for exams. </p>
<p>However, it is <a href="https://www.researchgate.net/publication/322225375_Primary_homework_in_England_the_beliefs_and_practices_of_teachers_in_primary_schools">less clear</a> that homework is useful for children at primary school (ages 5 to 11) or in early years education (ages 3 to 5). </p>
<h2>What is homework for?</h2>
<p>There are no current guidelines on how much homework primary school children in England should be set. In 2018 then education secretary <a href="https://educationhub.blog.gov.uk/2018/10/28/education-secretary-i-trust-head-teachers-to-decide-their-homework-policies/">Damien Hinds stated</a> that “We trust individual school head teachers to decide what their policy on homework will be, and what happens if pupils don’t do what’s set”. </p>
<p>While there is not much data available on how much homework primary school pupils do, <a href="https://www.huffingtonpost.co.uk/entry/child-getting-too-much-homework-advice_uk_5bd18579e4b0d38b58802819">a 2018 survey</a> of around 1,000 parents found that primary pupils were spending an average of 2.2 hours per week on homework.</p>
<p>The homework done by primary school children can include reading, practising spellings, or revising for tests. Charity the Education Endowment Foundation <a href="https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework">suggests that</a> the uses for homework at primary school include reinforcing the skills that pupils learn in school, helping them get ready for tests and preparing them for future school lessons. </p>
<p>Homework can also act as a point of <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/691220/REPORT_Parents_Panel_Annual_Report_2016-2017.pdf">communication</a> between home and school, helping <a href="https://eric.ed.gov/?q=source%3A%22UCL+IOE+Press%22&id=ED587109">parents feel part</a> of their child’s schooling. </p>
<p>However, the 2018 Ofsted <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/691220/REPORT_Parents_Panel_Annual_Report_2016-2017.pdf">Parents’ Panel</a> – which surveyed the views of around 1,000 parents in England on educational issues – found that 36% of parents thought that homework was not helpful at all to their primary school children. The panel report found that, for many parents, homework was a significant source of stress and negatively affected family life. </p>
<h2>Little academic benefit</h2>
<p>Not <a href="https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework">much academic research</a> has been carried out on the impact of homework for children in primary school. The available meta-studies – research that combines and analyses the findings of a number of studies – suggest that homework has <a href="https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el198911_cooper.pdf">little or no positive benefit</a> for the academic achievement of children of <a href="https://visible-learning.org/2014/09/john-hattie-interview-bbc-radio-4/">primary school age</a>. A central reason for this seems to be the inability of children to complete this homework without the support provided by teachers and the school. </p>
<p>Some <a href="https://www.researchgate.net/publication/247522586_Using_Research_to_Answer_Practical_Questions_About_Homework">research has suggested</a> that primary pupils <a href="https://eric.ed.gov/?q=source%3A%22UCL+IOE+Press%22&id=ED587109">lack the independent study skills</a> to do homework, and that they are not able to stay focused on the work. </p>
<p>What’s more, homework may actually have a <a href="https://www.tandfonline.com/doi/abs/10.1080/09540253.2011.602329">negative effect</a> if parents set unrealistic expectations, apply pressure or use methods that go counter to those used at school. </p>
<p>Homework may also <a href="https://www.oecd-ilibrary.org/education/does-homework-perpetuate-inequities-in-education_5jxrhqhtx2xt-en">increase inequalities</a> between pupils. High achievers from economically privileged backgrounds may have greater parental support for homework, including more educated assistance, higher expectations and better settings and resources.</p>
<p>However, it is possible that setting homework for primary school children has benefits that cannot be easily measured, such as <a href="https://emilkirkegaard.dk/en/wp-content/uploads/Does-Homework-Improve-Academic-Achieve%C2%ADment-A-Synthesis-of-Research-FIXED.pdf">developing responsibility</a> and independent problem-solving skills. It could also help children <a href="https://psycnet.apa.org/record/2006-22225-000">develop habits</a> that will be useful in later school life.</p>
<figure class="align-center ">
<img alt="Mother and child reading together" src="https://images.theconversation.com/files/462258/original/file-20220510-26-ih5e6d.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/462258/original/file-20220510-26-ih5e6d.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/462258/original/file-20220510-26-ih5e6d.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/462258/original/file-20220510-26-ih5e6d.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/462258/original/file-20220510-26-ih5e6d.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/462258/original/file-20220510-26-ih5e6d.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/462258/original/file-20220510-26-ih5e6d.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Sharing a book.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/mom-son-reading-book-while-sitting-1692567127">Tanchiic/Shutterstock</a></span>
</figcaption>
</figure>
<p>A common task set for homework in primary schools is for children to read with their parents. There is <a href="https://www.nfer.ac.uk/publications/hwk01/hwk01.pdf">some evidence</a> that this has a <a href="https://lincs.ed.gov/publications/pdf/lit_interventions.pdf">positive impact</a> as well as <a href="https://psycnet.apa.org/record/2002-08003-001">providing</a> enjoyment, but the quality of interaction may be more important than the quantity. </p>
<p>If the purpose of homework is to develop the relationship between home and school and give parents more stake in the schooling of their children then this may well be a positive thing. If this is its purpose, though, it should not be used as a means to improve test scores or school performance metrics. For the youngest children, anything that takes time away from developmental play is a bad thing. </p>
<p>Rather, any homework should develop confidence and engagement in the process of schooling for both children and parents.</p><img src="https://counter.theconversation.com/content/181652/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Paul Hopkins is a member of the Labour Party</span></em></p>The case for homework for primary-age children is not clear.Paul Hopkins, Lecturer and Researcher in Education, University of HullLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1774132022-03-11T11:11:17Z2022-03-11T11:11:17ZHow lockdown highlighted educational inequality in Ireland – new research<figure><img src="https://images.theconversation.com/files/450934/original/file-20220309-1729-1iowxks.jpg?ixlib=rb-1.1.0&rect=7%2C0%2C5129%2C3419&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/back-school-distance-learning-online-education-1846820092">Ostanina Anna/Shutterstock</a></span></figcaption></figure><p>Children in Ireland experienced one of the longest school closures among rich countries during the first wave of the pandemic. School children <a href="https://www.unicef-irc.org/publications/1165-supporting-families-and-children-beyond-covid-19-social-protection-in-high-income-countries.html">lost 141 days</a> of face-to-face instruction during the 2019-2020 academic year.</p>
<p>I and other researchers have been tracking the impact of the pandemic on the education and wellbeing of children in Ireland through the nationwide <a href="https://cslstudy.ie/">Children’s School Lives</a> (CSL) study. This project collected data from eight- and nine-year-old children both before the pandemic, in spring and summer 2019, and during the pandemic, from May to July 2020. </p>
<p>Our research looked at children’s emotional engagement with school. This is a useful indicator of children’s overall experiences of learning because it captures the extent to which they like school. </p>
<p><a href="https://link.springer.com/article/10.1007/s12187-022-09922-8">We found</a> that Irish primary school children were more engaged with remote learning during the spring 2020 lockdown if they had access to adequate equipment, help, and resources for home schooling. </p>
<p>However, we did not find differences in engagement according to family socio-economic status. One reason for this could be that children whose parents were on furlough or lost their jobs during the pandemic were more available to help with schoolwork. Another reason could be that the child-reported family affluence questions did not fully capture socio-economic status.</p>
<p>School closures during the pandemic disrupted children’s learning and social development. They are also likely to have increased inequalities in education. Remote learning required access to technologies that may have not been available to all students, and different levels of support may also have been provided by different schools. </p>
<p>Our research is based on the information provided by 374 children from 71 schools who participated in the study both before and during school closures. </p>
<p>To assess their engagement with remote schooling, we asked the following five questions: “I look forward to home schooling,” “I like doing home schooling,” “I wish I didn’t have to do home schooling,” “I like many things about home schooling,” and “Home schooling is interesting and fun.”</p>
<p>We also looked at the access to resources the children had during lockdown. We found that children were not equally well prepared to adjust to remote learning as Irish schools shut their doors in March 2020. </p>
<figure class="align-center ">
<img alt="Child struggling with homework" src="https://images.theconversation.com/files/450745/original/file-20220308-23-7q3hp2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/450745/original/file-20220308-23-7q3hp2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/450745/original/file-20220308-23-7q3hp2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/450745/original/file-20220308-23-7q3hp2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/450745/original/file-20220308-23-7q3hp2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/450745/original/file-20220308-23-7q3hp2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/450745/original/file-20220308-23-7q3hp2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Children’s access to resources was not equal.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/boy-exasperated-his-homework-338678675">JPC-PROD/Shutterstock</a></span>
</figcaption>
</figure>
<p>Only 32% did their remote schoolwork on a computer or laptop. Three in five (59%) said they could get help with schoolwork if worried about it. A similar proportion said their work was checked by a teacher. This is consistent with surveys of parents run by other studies. </p>
<p>Our research showed that children reported higher levels of engagement with remote learning if they used laptops or desktop computers, rather than tablets or smartphones. Their engagement was also higher if they had a parent to turn to when they were worried about their homework, and if they had a teacher who checked their work.</p>
<p>A <a href="https://www.esri.ie/publications/growing-up-in-ireland-key-findings-from-the-special-covid-19-survey-of-cohorts-98-and">COVID-19 web survey</a> conducted as part of the <a href="https://www.growingup.ie/">Growing Up in Ireland</a> study in December 2020 showed that only half of 12-year-olds always had a quiet place to study, 74% had access to a suitable computer and 19% always had access to online classes. </p>
<p>We also found that children who reported higher levels of school engagement in the pre-pandemic school year tended to cope better with remote learning. Meanwhile, children with greater inattention-hyperactivity problems, reported by their teachers before the pandemic, felt less positive about school both before and during the pandemic. </p>
<p>This is consistent with <a href="https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcv2.12009">findings from the UK</a> that suggest that children with special educational needs and neurodevelopmental disorders experienced more symptoms of mental ill health than other children during the first COVID-19 lockdown.</p>
<h2>Learning loss</h2>
<p>Irish primary schools did not administer standardised tests at the end of the 2019/20 school year, and the results of the 2021 tests are not publicly available. There is no analysis published on the extent of any learning loss in literacy and numeracy among primary school children due to the pandemic. </p>
<p>Yet learning loss is likely significant due to the length of <a href="https://www.unicef-irc.org/publications/1165-supporting-families-and-children-beyond-covid-19-social-protection-in-high-income-countries.html">school closures</a> in Ireland. Children of essential workers were taught face-to-face in some countries, but all children were taught remotely during the first round of school closures in Ireland.</p>
<p>A nationally representative <a href="https://www.cso.ie/en/releasesandpublications/ep/p-covid19/covid-19informationhub/socialandwellbeing/socialimpactofcovid-19surveyaugust2020thereopeningofschools/">survey</a> conducted by Ireland’s Central Statistics Office in August 2020 found that 41% of adults with primary school children said that Spring 2020 school closures had a major or moderate negative impact on their children’s learning. A similar proportion (42%) said that school closures had a negative impact on their children’s social development. </p>
<p>A more <a href="https://www.cso.ie/en/releasesandpublications/fp/fp-psolo/pulsesurveynovember2021-ourlivesonlinesnapshotofresults/snapshotofresults/">recent poll</a> from November 2021 showed that 37% of parents rated their children’s online education experience as poor or very poor, while fewer than one in three (29%) rated it as good or excellent.</p>
<p>Recent <a href="https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/nfer-impact-of-school-closures-and-subsequent-support-strategies-on-attainment-and-socioemotional-wellbeing-in-key-stage-1?utm_source=/projects-and-evaluation/projects/nfer-impact-of-school-closures-and-subsequent-support-strategies-on-attainment-and-socioemotional-wellbeing-in-key-stage-1&utm_medium=search&utm_campaign=site_search&search_term=impact%20of">evidence</a> for England highlights substantial learning losses among year one primary school children who missed much of their reception year education in 2019-2020. National assessments in summer 2021 showed that they were three months behind the expected standard in reading and one month behind in maths. </p>
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Read more:
<a href="https://theconversation.com/the-impact-of-school-closures-why-reception-year-is-so-crucial-to-a-childs-development-173531">The impact of school closures: why reception year is so crucial to a child's development</a>
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<p>Our research shows the impact the digital divide – between those who have adequate technological resources and those who do not – had on education in Ireland during school closures. The impact of these inequalities must be addressed as children work to recover the learning they missed during the pandemic.</p><img src="https://counter.theconversation.com/content/177413/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Yekaterina Chzhen received funding from the Irish Research Council. </span></em></p>Only one in three of the children in our research project did their schoolwork on a laptop or computer.Yekaterina Chzhen, Assistant Professor in Sociology, Trinity College DublinLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1726552022-01-19T13:48:09Z2022-01-19T13:48:09ZPhonics teaching in England needs to change – our new research points to a better approach<figure><img src="https://images.theconversation.com/files/441486/original/file-20220119-23-15wfesp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/little-boy-4-years-old-reading-1674916456">Sokor Space/Shutterstock</a></span></figcaption></figure><p>Arguments about the best way to teach children to read can be intense – they’ve even been described as “<a href="https://www.aare.edu.au/blog/?p=9488">the reading wars</a>”. In England, as in many other countries, much of the debate has been over the use of phonics, which helps children understand how sounds – “phonemes” – are represented by letters. </p>
<p>The government requires teachers to use a particular type of phonics teaching called “<a href="https://literacytrust.org.uk/information/what-is-literacy/what-phonics/">synthetic phonics</a>”, and the emphasis on this technique has become overwhelming in English primary schools. </p>
<p>Supporters of synthetic phonics teaching have argued that teaching of phonemes and letters should be first and foremost. On the other side have been supporters of whole language instruction, who think that reading whole texts – books for example – should come first and foremost.</p>
<p>Our <a href="https://doi.org/10.1002/rev3.3314">new research</a> shows that synthetic phonics alone is not the best way to teach children to read. We found that a more effective method is to combine phonics teaching with whole texts, meaning that children learn to read by using books as well as learning phonics.</p>
<p>Current synthetic phonics lessons typically have an exclusive focus on phonemes, and how these are represented by letters. For example in the word “dog” each letter stands for a different phoneme: /d/ /o/ /g/. In the word “teach” there are three phonemes: /t/ /ee/ /ch/. Phonemes can be represented by one letter or sometimes by more than one letter, like the /ee/ phoneme represented by the two letters “ea” in “teach”.</p>
<p>The teaching of synthetic phonics is done separately from other English teaching. Children read “decodable books”: books with a limited vocabulary of words designed to emphasise use of the letters and sounds taught in phonics lessons. </p>
<figure class="align-center ">
<img alt="Teacher and children looking at book." src="https://images.theconversation.com/files/441074/original/file-20220117-21-1vs92xe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/441074/original/file-20220117-21-1vs92xe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=377&fit=crop&dpr=1 600w, https://images.theconversation.com/files/441074/original/file-20220117-21-1vs92xe.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=377&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/441074/original/file-20220117-21-1vs92xe.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=377&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/441074/original/file-20220117-21-1vs92xe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=474&fit=crop&dpr=1 754w, https://images.theconversation.com/files/441074/original/file-20220117-21-1vs92xe.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=474&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/441074/original/file-20220117-21-1vs92xe.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=474&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Learning to read.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/asian-female-teacher-teaching-mixed-race-744122482">wee dezign/Shutterstock</a></span>
</figcaption>
</figure>
<p><a href="https://doi.org/10.1002/rev3.3314">Our research</a> included a survey of more than 2,000 primary school teachers. When asked a question about their approach to reading, 66% responded: “Synthetic phonics is emphasised first and foremost in my phonics teaching.” </p>
<p>The Department of Education <a href="https://www.gov.uk/government/publications/choosing-a-phonics-teaching-programme">enforces the policy of teaching</a> synthetic phonics in various ways. It vets published teaching schemes, creating a list of approved synthetic phonics schemes. Ofsted, the government office responsible for educational standards, has a strong focus on synthetic phonics teaching in their inspections of schools. </p>
<p>Furthermore, children in year one (aged five to six) in England take a national statutory test, the <a href="https://www.gov.uk/government/publications/phonics-screening-check-sample-materials-and-training-video">phonics screening check</a>. This is used to emphasise phonics teaching and hold teachers to account. This test includes the requirement for children to learn to read nonsense words, called “pseudo words”. These could include, for example, “meck”, “shig”, “blem” and “sut”.</p>
<p>It is clear from our research that the phonics screening check is narrowing teaching. For example, 237 teachers in our survey said that they were giving extra phonics lessons to help children pass the test. The word “pressure” appeared 97 times in teachers’ comments about the phonics screening check. One teacher felt that they had to “live and breathe phonics”. </p>
<h2>Existing evidence</h2>
<p>Our research also reviewed the best existing evidence on phonics teaching and reading. <a href="https://link.springer.com/article/10.1007/s10648-019-09515-y">Previous research</a> – a systematic review, which analyses the findings of a number of research papers – not only questioned an emphasis on synthetic phonics but also on other systematic phonics teaching. It found that there is no evidence that synthetic phonics teaching is better than other methods of teaching phonics and reading. </p>
<p>Other main methods of teaching reading include the “whole language” approach. In this approach, teaching reading with whole texts is the priority. Encouraging children’s motivation for reading is another main aim of whole language teaching. In the whole-language approach phonics is not taught systematically.</p>
<p>Another main method of teaching reading is “balanced instruction”. With this approach the importance of comprehending the meaning of
written language is carefully balanced with the acquisition of a range of skills and knowledge. Balanced instruction combines systematic teaching of whole texts and other linguistic aspects such as sentences and words.</p>
<p>Another <a href="https://journals.sagepub.com/doi/full/10.1177/0022219414528540">systematic review</a> found that integrating phonics teaching with comprehension teaching resulted in the best impact on children’s reading.</p>
<p>As part of our research we carried out a new analysis of all 55 research papers that were part of this systematic review. In summary, it was clear that in effective teaching approaches phonics teaching was connected with whole texts in every lesson. </p>
<p>One study, carried out in Canada, was particularly compelling because the tests of children’s reading comprehension showed that the approach had been effective four years after the intervention had ended. The effective approach was driven by helping children to make sense of reading using whole texts. </p>
<h2>A different approach</h2>
<p>We found that England’s emphasis on synthetic phonics is different compared to high performing English language countries in the Programme for International Student Assessment (PISA) tests. None of these other countries mandate synthetic phonics.</p>
<p>Canada has consistently performed the best of English language dominant nations in the PISA tests. Canada’s approach at national and state level is very different from England’s because it emphasises whole texts, and phonics is not emphasised as much. </p>
<p>The approach to teaching reading in England means that children in England are unlikely to be learning to read as effectively as they should be. Teachers, children, and their parents need a more balanced approach to the teaching of reading.</p><img src="https://counter.theconversation.com/content/172655/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Dominic Wyse receives funding from The Helen Hamlyn Trust; the Nuffield Foundation; the Leverhulme Trust; and The Monday Charitable Trust. </span></em></p><p class="fine-print"><em><span>Alice Bradbury receives funding from the Helen Hamlyn Trust, Economic and Social Research Council, and the Monday Charitable Trust. She is a member of the Labour Party and has worked with the More than a Score campaign. </span></em></p>The government’s focus on synthetic phonics is too narrow.Dominic Wyse, Professor of Education, UCLAlice Bradbury, Professor of Sociology of Education, UCLLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1732922021-12-14T16:57:32Z2021-12-14T16:57:32ZThe lessons teachers think schools need to learn from the pandemic<figure><img src="https://images.theconversation.com/files/437246/original/file-20211213-27-bi4lmv.jpg?ixlib=rb-1.1.0&rect=118%2C414%2C6468%2C3970&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/teacher-adorable-children-being-creative-colorful-1476972284">bbernard/Shutterstock</a></span></figcaption></figure><p>School closures were one of the control measures used to stem the transmission of COVID in the UK. We wanted to find out what impact school closures had on the education, health and wellbeing of pupils and school staff and the challenges that emerged when schools reopened. </p>
<p>To do so, we <a href="https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0260396">conducted a survey</a> of over 200 teachers and other school staff working in <a href="https://www.happen-wales.co.uk/">primary schools in Wales</a>. </p>
<p>We looked at the effect of <a href="https://research.senedd.wales/research-articles/back-to-school-education-in-the-time-of-covid/">school closures</a> from their perspective – and found out what they thought schools should focus on as they returned to face-to-face teaching. </p>
<h2>Prioritising wellbeing</h2>
<p>School staff pointed to the range of negative effects of school closures on children’s physical and mental health. </p>
<p>A reception year teacher told us that pupils returning to the classroom had a “lack of physical fitness”, while a headteacher said that assessments carried out in the school showed “a decline in emotional well-being”. Two-thirds of the staff we surveyed selected “supporting pupil health and wellbeing” as a priority for future teacher professional development and training. </p>
<p>Teachers and teaching assistants suggested that schools should have designated staff to help with promoting wellbeing, and that more school-based activities should be planned around children’s wellbeing. This would include dedicating more time for <a href="https://theconversation.com/outdoor-learning-has-huge-benefits-for-children-and-teachers-so-why-isnt-it-used-in-more-schools-118067">outdoor learning</a> and increasing opportunities for play. </p>
<p>A <a href="https://hwb.gov.wales/curriculum-for-wales">new curriculum for Wales</a> comes into effect from September 2022, with <a href="https://hwb.gov.wales/curriculum-for-wales/health-and-well-being/">health and wellbeing</a> one of the six headline curriculum areas. This new statutory focus on health and wellbeing will help teachers and schools devote more attention to pupils’ physical and mental health through learning experiences and wider school activities.</p>
<p>Staff also felt that there was too much focus on assessment: children in Wales complete national reading and numeracy tests annually from year two (ages six to seven). A teaching assistant thought that there should be “less pressure about assessments and attainments and more focus on the children and their needs and feelings”. </p>
<p>This extended to the assessment of schools. A deputy headteacher called for less emphasis on school results and the comparison of results between schools. </p>
<figure class="align-center ">
<img alt="Teachers and school students outside looking at plants" src="https://images.theconversation.com/files/437251/original/file-20211213-10149-4an3ju.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/437251/original/file-20211213-10149-4an3ju.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/437251/original/file-20211213-10149-4an3ju.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/437251/original/file-20211213-10149-4an3ju.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/437251/original/file-20211213-10149-4an3ju.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/437251/original/file-20211213-10149-4an3ju.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/437251/original/file-20211213-10149-4an3ju.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Teachers suggested that children would benefit from outdoor learning.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/group-school-children-teacher-on-field-1524565013">Halfpoint/Shutterstock</a></span>
</figcaption>
</figure>
<p>Several school staff raised concerns that their own wellbeing had been ignored. They pointed to a lack of work-life balance and the pressure they had been under to provide the same level of work as before the pandemic while also supporting their own families from home. Teacher wellbeing is a critical factor in creating stable environments for <a href="https://www.sueroffey.com/wp-content/uploads/import/32-Roffey%20ECP29-4.pdf">children to thrive</a>.</p>
<p>School closures required remote learning and teaching from home. This has resulted in wide <a href="https://ifs.org.uk/publications/14848">variations in learning progression</a> and gaps according to how much support parents were able to provide. Challenges for parents included working commitments and particular barriers for children with <a href="https://gov.wales/additional-learning-needs">additional learning needs</a>. </p>
<p>The school staff suggested that phone helplines could be set up to offer parents help with home learning. Staff wanted to build on some of the positive results of home learning, such as strengthened links between home and school. </p>
<h2>Direct support</h2>
<p>During the reopening of schools where attendance was capped, school staff noted the benefits of smaller classes and more direct support provided to pupils. One teacher said:</p>
<blockquote>
<p>Smaller classes have provided more quality “chats” with teacher which has benefitted the children’s wellbeing and been particularly helpful in reducing levels of anxiety. The more relaxed structure has had positive effects on staff and pupil wellbeing on the whole.</p>
</blockquote>
<p>School staff in our study recognised that providing this would require extra staff and significant funding and investment from government. While recent <a href="https://gov.wales/recruit-recover-raise-standards-accelerating-learning-programme-html">educational investments</a> have been made in Wales, with a focus on recruiting more staff, it remains unclear if these investments will support sustainable smaller class sizes. </p>
<p>During the pandemic, many children have struggled with a <a href="https://www.cam.ac.uk/stories/digitaldivide">lack of access</a> to computers and other digital learning aids. This is <a href="https://wales.coop/moving-from-inclusion-to-resilience/">keenly felt in Wales</a>, and staff in our study pointed to problems such as competing demands for equipment.</p>
<p>A deputy headteacher suggested that the gap between pupils who had access to devices and the knowledge of how to use them had widened, and that some pupils had been held back if their parents did not have a good knowledge of technology. </p>
<p>Staff in our survey called for more digital equipment and training. Perhaps this will lead to a <a href="https://doi.org/10.1093/itnow/bwab005">renewed focus</a> on ensuring the <a href="https://gov.wales/renew-and-reform-supporting-learners-wellbeing-and-progression-html">necessary training and infrastructure</a> is in place for future pupils, families and teachers.</p><img src="https://counter.theconversation.com/content/173292/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Emily Marchant receives funding from the Economic and Social Research Council (ESRC).</span></em></p><p class="fine-print"><em><span>Michaela James receives funding from the National Centre for Population Health and Wellbeing Research (NCPHWR). </span></em></p><p class="fine-print"><em><span>Tom Crick receives funding from the Welsh Government. </span></em></p>Teachers thought there should be less focus on assessments.Emily Marchant, ESRC Postdoctoral Fellow, Child Health and Education, Swansea UniversityMichaela James, Research Officer, Swansea UniversityTom Crick, Professor of Digital & Policy and Deputy Pro-Vice Chancellor (Civic Mission), Swansea UniversityLicensed as Creative Commons – attribution, no derivatives.