scholarly journals Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools

2021 ◽  
Vol 6 ◽  
Author(s):  
Jonathan Glazzard ◽  
Samuel Stones
Keyword(s):  
Sex Education ◽  
Minority Stress ◽  
Children And Young People ◽  
Government Response ◽  
Whole School ◽  
Policy Frameworks ◽  
Different Types ◽  
The Government ◽  
Whole School Approach ◽  
The Uk

This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and relationships should be present in the curriculum. We critically interrogate the government response and we present a framework to support the implementation of a whole school approach to LGBTQ+ inclusion. We draw on Meyer's model of minority stress to explore risks to children and young people if they are not provided with an LGBTQ+ curriculum.

scholarly journals A whole-school approach to supporting children and young people’s mental health

2019 ◽  
Vol 18 (4) ◽  
pp. 256-265 ◽  
Author(s):  
Jonathan Glazzard
Keyword(s):  
Mental Health ◽  
Young People ◽  
School Leadership ◽  
Children And Young People ◽  
Content Type ◽  
Whole School ◽  
Policy Paper ◽  
Whole School Approach ◽  
Health Need ◽  
The Uk

Purpose Supporting the mental health of children and young people is a global priority. The issue is not specific to England. However, evidence suggests that one in ten children and young people in England has a mental health need. This represents approximately three students in every classroom. The purpose of this paper is to highlight the role of schools in supporting children and young people’s mental health. Whilst the paper acknowledges that teachers are not trained health professionals, it is argued that a whole-school approach to mental health can support individuals in schools to remain mentally healthy. The elements of a whole-school approach are identified and discussed and some of the challenges in relation to implementation are considered. Critical to the development of a whole-school approach is the commitment from the school leadership team to promoting student and staff wellbeing. Design/methodology/approach This is a policy paper not an empirical study. Findings This paper has outlined the policy context in the UK in relation to children and young people’s mental health. It has addressed the risk and protective factors which can cause or mitigate against mental ill health and it has outlined the elements of a whole-school approach to mental health. Originality/value This paper explores the contribution that schools can make to supporting students’ mental health. There is limited research which addresses mental health in young people from a non-therapeutic angle.

scholarly journals Public governance, agility and pandemics: a case study of the UK response to COVID-19

2021 ◽  
pp. 002085232098340
Author(s):  
Paul Joyce
Keyword(s):  
Leadership Role ◽  
Public Confidence ◽  
Strategic Decisions ◽  
Public Governance ◽  
Local Initiative ◽  
Government Response ◽  
Local Resources ◽  
The Government ◽  
The One ◽  
The Uk

The UK government’s leaders initially believed that it was among the best-prepared governments for a pandemic. By June 2020, the outcome of the collision between the government’s initial confidence, on the one hand, and the aggressiveness and virulence of COVID-19, on the other, was evident. The UK had one of the worst COVID-19 mortality rates in the world. This article explores the UK government’s response to COVID-19 from a public administration and governance perspective. Using factual information and statistical data, it considers the government’s preparedness and strategic decisions, the delivery of the government response, and public confidence in the government. Points for practitioners Possible lessons for testing through application include: Use the precautionary principle to set planning assumptions in government strategies to create the possibility of government agility during a pandemic. Use central government’s leadership role to facilitate and enable local initiative and operational responses, as well as to take advantage of local resources and assets. Choose smart government responses that address tensions between the goal of saving lives and other government goals, and beware choices that are unsatisfactory compromises.

scholarly journals Where has all the chocolate gone? A national survey assesses the effects of recent legislation to improve the nutritional quality of English secondary-school vending

2011 ◽  
Vol 14 (8) ◽  
pp. 1394-1402 ◽  
Author(s):  
Anne Matthews ◽  
Michael Nelson ◽  
Asha Kaur ◽  
Mike Rayner ◽  
Paul Kelly ◽  
...  
Keyword(s):  
Secondary School ◽  
School Food ◽  
Whole School ◽  
Inventory Survey ◽  
Whole School Approach ◽  
The Uk ◽  
Almost All ◽  
Government Legislation ◽  
Academic Year

AbstractObjectiveObesity levels are rising in almost all parts of the world, including the UK. School food offers children in Great Britain between 25 % and 33 % of their total daily energy, with vending typically offering products high in fat, salt or sugar. Government legislation of 2007 to improve the quality of school food now restricts what English schools can vend. In assessing the effect of this legislation on the quality of English secondary-school vending provision, the response of schools to these effects is explored through qualitative data.DesignA longitudinal postal and visit-based inventory survey of schools collected vending data during the academic year 2006–2007 (pre-legislation), 2007–2008 and 2008–2009 (both post-legislation). Interviews with school staff explored issues of compliance. Product categorisation and analysis were carried out by product type, nutrient profiling and by categories of foods allowed or prohibited by the legislation.SettingEnglish secondary schools.SubjectsA representative sample of 279 schools including sixty-two researcher-visited inventory schools participated in the research.ResultsSchool vending seems to have moved towards compliance with the new standards – now drinks vending predominates and is largely compliant, whereas food vending is significantly reduced and is mostly non-compliant. Sixth form vending takes a disproportionate share of non-compliance. Vending has declined overall, as some schools now perceive food vending as uneconomic. Schools adopting a ‘whole-school’ approach appeared the most successful in implementing the new standards.ConclusionsGovernment legislation has achieved significant change towards improving the quality of English school vending, with the unintended consequence of reducing provision.

Scientists, speak up! Source impacts trust in and intentions to comply with health advice cross-culturally

2021 ◽  
Author(s):  
Natalia Zarzeczna ◽  
Paul H. P. Hanel ◽  
Bastiaan T Rutjens ◽  
Suzanna Awang Bono ◽  
Yi-Hua Chen ◽  
...  
Keyword(s):  
Left Wing ◽  
Virus Spread ◽  
Health Advice ◽  
Different Types ◽  
The Government ◽  
The Uk ◽  
Speak Up ◽  
Representative Samples

We examined how different types of communication influence people’s responses to health advice. Specifically, we tested whether presenting Covid-19 prevention advice (i.e., washing hands) as either originating from the government or a scientific source would affect people’s trust and intentions to comply with the advice. We also tested the effects of uncertainty framing: We presented the advice as being either certainly or potentially effective in reducing virus spread. To achieve this, we conducted an experiment using largely representative samples (N = 4,561) from the UK, US, Canada, Malaysia, and Taiwan. Overall, across countries, participants found messages more trustworthy when the purported source was science as opposed to government. This effect was stronger for left-wing/liberal participants. Phrasing the advice as certain versus uncertain had little impact on trust and intentions. Together, our findings suggest that health advice should be communicated by scientists rather than governments.

scholarly journals Did Safe Cycling Infrastructure Still Matter During a COVID-19 Lockdown?

2020 ◽  
Vol 12 (20) ◽  
pp. 8672
Author(s):  
Jinhyun Hong ◽  
David McArthur ◽  
Varun Raturi
Keyword(s):  
Regression Models ◽  
The Other ◽  
Government Interventions ◽  
Work From Home ◽  
Different Types ◽  
The Government ◽  
The Uk ◽  
Safety Benefit ◽  
The City ◽  
Additional Safety

The UK government introduced strict measures (including asking people to work from home and a lockdown) to slow the spread of COVID-19 by limiting people’s movement. This led to substantial reductions in traffic, making roads much safer for cyclists. This provides a unique opportunity to study the role played by safe cycling infrastructure. Many UK cities have provided cycling infrastructure to improve safety and encourage cycling. However, access to safe cycling infrastructure varies across neighbourhoods, potentially contributing to inequality. Since roads became safer due to the unprecedented reduction in traffic during the lockdown, safe cycling infrastructure may not play a significant role during this period. On the other hand, safe cycling lanes are often connected to amenities, potentially attracting cyclists even if they confer no additional safety benefit. That is, connectivity might matter more than safety. In this study, we utilised crowdsourced cycling data and regression models to examine the extent to which cycling intensity for non-commuting purposes changes with different types of cycling infrastructure in the city of Glasgow, Scotland, UK. In addition, we selected some areas with large increases in cycling intensity and examined the surrounding environments using Google Street View. Our results showed that non-commuting cycling activities increased significantly after the government interventions on both typical roads and safe cycling lanes while much higher increases were observed on safe cycling lanes than on other roads. A further analysis showed that there were large increases in cycling volumes on both typical roads and safe cycling lanes with good amenities and connectivity, highlighting the importance of these factors when building new cycling infrastructure. Since safe cycling lanes are not equally accessible to people, providing temporary cycling lanes during the pandemic considering these conditions could encourage people to cycle more, and thereby improve their health.

16. Corporate governance 2: the UK corporate governance debate

2016 ◽  
Author(s):  
Alan Dignam ◽  
John Lowry
Keyword(s):  
Corporate Governance ◽  
Financial Crisis ◽  
The United States ◽  
Financial Industry ◽  
Government Response ◽  
Sarbanes Oxley ◽  
Independent Review ◽  
The Government ◽  
Recent Financial Crisis ◽  
The Uk

Titles in the Core Text series take the reader straight to the heart of the subject, providing focused, concise, and reliable guides for students at all levels. This chapter explores the corporate governance debate in the UK in terms of industry and the government. After presenting the background to the UK debate, it considers UK corporate theory and the industry and government response to the corporate governance debate. It then examines the Sarbanes-Oxley Act that became law in the United States in July 2002; the UK Government’s independent review of non-executive directors (the Higgs Review); the link between corporate governance failure and the recent financial crisis; and the Walker Report (2009) which reviewed problems within the UK financial industry. Finally, it outlines a number of reforms that have been adopted between 2009 and 2012 concerning the financial crisis in general and the Walker Report in particular.

16. Corporate governance 2: the UK corporate governance debate

2018 ◽  
Author(s):  
Alan Dignam ◽  
John Lowry
Keyword(s):  
Corporate Governance ◽  
The United States ◽  
Green Paper ◽  
Governance Reform ◽  
Government Response ◽  
Sarbanes Oxley ◽  
Independent Review ◽  
The 2008 Financial Crisis ◽  
The Government ◽  
The Uk

Titles in the Core Text series take the reader straight to the heart of the subject, providing focused, concise, and reliable guides for students at all levels. This chapter explores the corporate governance debate in the UK in terms of industry and the government. After presenting the background to the UK debate, it considers UK corporate theory and the industry and government response to the corporate governance debate. It then examines the Sarbanes-Oxley Act that became law in the United States in July 2002; the UK Government’s independent review of non-executive directors (the Higgs Review); the link between corporate governance failure and the 2008 financial crisis; and it outlines a number of corporate governance reforms that have been adopted between 2009 and 2018 including the UK Government Corporate Governance Reform Green Paper Consultation 2017 and the 2018 UK Corporate Governance Code.

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

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