The Role of the School: A Whole School Approach to Bereavement and Loss

2012 ◽  
pp. 49-59
Keyword(s):  
Whole School ◽  
Whole School Approach

The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners

2010 ◽  
Vol 31 (6) ◽  
pp. 617-630 ◽  
Author(s):  
Chris Forlin
Keyword(s):  
Hong Kong ◽  
Learning Outcomes ◽  
School Psychologists ◽  
Inclusive Education ◽  
School Psychologist ◽  
Whole School ◽  
International Perspectives ◽  
Whole School Approach ◽  
Quality Learning

In comparison to international perspectives, the specific role of the school psychologist in Hong Kong will provide a case study of the tensions experienced by a system in transition between a very traditional, highly segregated education system, to one that is actively promoting a whole school approach to inclusion. Consideration will initially be given to the development of inclusive education and the identification of quality learning outcomes for students. The role of the school psychologists in Hong Kong and the challenges they face will be compared to other international jurisdictions, focusing on both internal and external influences that have impacted on their role in recent years.

scholarly journals Successful health-promoting leadership – A question of synchronisation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pia Skott
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
School Context ◽  
Content Type ◽  
Team Members ◽  
Whole School ◽  
Health Promoting ◽  
Whole School Approach ◽  
Successful School

PurposeThe aim of this paper is to identify the role of the principal in establishing a whole school approach for health and wellbeing. Two questions are asked: (1) What do successful Swedish principals do when they take on a whole school approach? (2) How do these results relate to previous research on successful school leadership?Design/methodology/approachThis paper focuses on the complexity of organisational processes and considers the role of successful leadership in managing a whole school approach to health promotion. It presents findings from two different but interlinked projects, and draws on document studies and interviews with principals, student health team members and teachers in Sweden.FindingsThis paper argues that successful school leaders are crucial in establishing a whole school approach, because of the work they do to synchronise the health-promoting activities in schools. The study identifies four aspects of coordination that need to be enacted simultaneously when leading health-promoting processes. The fifth aspect identified is that a whole school approach is not limited to the school, but the whole local school context, i.e. a synchronisation between different system levels.Originality/valueAlthough limited in scale, this paper reports key findings that could have practical implications for school leaders. The study suggests that successful school leadership research needs to use a health-promoting lens in order to make leadership practices health-promoting practices. It also proposes extended comparative research from different fields and contexts.

The future of career education in New Zealand secondary schools: A review of the literature

2017 ◽  
Vol 26 (2) ◽  
pp. 62-70 ◽  
Author(s):  
Anne Yates ◽  
Megan Bruce
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Career Education ◽  
School Students ◽  
Whole School ◽  
The Future ◽  
Whole School Approach

Traditionally career education in New Zealand secondary schools has been provided by a dedicated career advisor, but the effectiveness of this model is increasingly being questioned. This review examined approaches to career education in order to recommend a more appropriate model for the future. A review of 14 articles revealed that career education is increasingly important for secondary school students and that advantages exist in an integrated whole-school approach. The authors argue that such an approach is desirable, but acknowledge the issues to be addressed to ensure success. These include professional development for career advisors, principals and teachers, changing entrenched attitudes, reimagining the role of the career advisor and providing increased resourcing. While this review is focussed on New Zealand, it is apparent that other countries are grappling, similarly, with the issue of career education for secondary school students.

Comprehensive Prevention of Campus Sexual Violence: Expanding Who Is Invited to the Table

2019 ◽  
pp. 152483801988327 ◽  
Author(s):  
Sarah McMahon ◽  
Jordan J. Steiner ◽  
Simone Snyder ◽  
Victoria L. Banyard
Keyword(s):  
Violence Prevention ◽  
Sexual Violence ◽  
School Environment ◽  
Protective Factor ◽  
Community Members ◽  
Sexual Violence Prevention ◽  
Institutional Leadership ◽  
Whole School ◽  
Whole School Approach

There are calls for sexual violence prevention to be more comprehensive and align with a socio-ecological approach. However, there is lack of models with specificity on how to engage additional stakeholders. Whole School Approach (WSA) frameworks have been used to address health promotion and bullying prevention and can be a useful model for guiding campus sexual violence prevention work. WSA models situate violence as a community issue and one where all community members have a role to play in prevention. Rather than focusing on addressing individual behavior, WSA frameworks address the role of the larger school environment in serving as a protective factor against violence, abuse, and harassment. A review of the literature on WSA frameworks in other disciplines reveals a number of potential ways to translate key elements of WSA models to the field of campus sexual violence prevention. In particular, mechanisms can be applied to expand the role of students, faculty, staff, parents/significant adults, institutional leadership, and the larger community.

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

scholarly journals Schooled in democracy? Promoting democratic values as a whole-school approach to violence prevention

2011 ◽  
Vol 13 (3) ◽  
pp. 205-217 ◽  
Author(s):  
Amanda Holt ◽  
Denise Martin ◽  
Carol Hayden ◽  
Claire Nee
Keyword(s):  
Violence Prevention ◽  
Democratic Values ◽  
Whole School ◽  
Whole School Approach

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.

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