Power and Adult Support in Student Voice Efforts for Policy Change

This study examines the role of adult facilitators in supporting student voice efforts for educational policy change. Using case study and Accidental Ethnography data, we explore the actions that adult facilitators take to support student voice efforts in policy spaces. Our findings include that adults (1) intentionally shift power to students, (2) help students understand the power of their voice, and (3) help students to resist and overcome tokenization. We discuss our findings in the context of power and helping historically unpowerful groups exercise policy voice.

Adult support during childhood: a retrospective study of trusted adult relationships, sources of personal adult support and their association with childhood resilience resources

Background Adverse childhood experiences (ACEs) can affect health and well-being across the life course. Resilience is an individual characteristic that is known to help negate the effect of adversities and potentially transform toxic stress into tolerable stress. Having access to a trusted adult during childhood is critical to helping children build resiliency. Here, we aim to understand the relationship between always having access to trusted adult support and childhood resilience resources, and examine which sources of personal adult support and the number of sources of adult support, best foster childhood resilience. Methods A Welsh national cross-sectional retrospective survey (n = 2497), using a stratified random probability sample. Data were collected via face-to-face interviews at participants’ places of residence by trained interviewers. Analyses use chi-square and binary logistic regression methods. Outcome measures were childhood resilience resources, access to an always-available trusted adult, and sources of personal adult support. Results Prevalence of access to an always-available trusted adult decreased with increasing number of ACEs from 86.6% of individuals with no ACEs, to 44.4% of those with four or more ACEs (≥ 4). In addition, for those experiencing ≥ 4 ACEs, individuals with no access to a trusted adult were substantially less likely than those with access, to report childhood resilience resources. For example, for individuals with ≥ 4 ACEs, those with access to an always-available trusted adult were 5.6 times more likely to have had supportive friends and 5.7 times more likely to have been given opportunities to develop skills to succeed in life, compared to those with no access to a trusted adult. When looking at sources of personal adult support, resilience levels increased dramatically for those individuals who had either one parent only or two parents as sources of support, in comparison to those without parental support. Conclusions Analyses here suggest strong relationships between elements of childhood resilience, constant access to trusted adults and different sources of personal adult support. While the eradication of ACEs remains unlikely, actions to strengthen childhood access to trusted adults may partially ease immediate harms and protect future generations.

Preparing Teaching Assistants for Including All Learners

The early 21st century has seen a considerable increase in both the number and presence of teaching assistants (TAs) and learning support staff in classrooms. In the United Kingdom and elsewhere, TAs have assumed responsibility for teaching lower-attaining pupils and especially those with special educational needs or disabilities (SEND). This drift has occurred in a largely uncritical way and has attracted little attention because of the attendant benefits additional adult support has for teachers. However, evidence from research in the United Kingdom and the United States have revealed troubling and unintended consequences of this arrangement in terms of impeding pupil progress and increasing the likelihood of pupils’ dependency on adult support. Of particular concern are research findings that show how a high amount of support from TAs for pupils with high-level SEND leads to a qualitatively different experience of schooling compared to pupils without SEND, particularly in terms of having fewer interactions with teachers and peers. Heavy reliance on the employment and deployment of TAs to facilitate the inclusion of pupils with often complex learning difficulties in mainstream settings can be seen as a proxy for long-standing and unresolved questions about how teachers are prepared and trained to meet the learning needs of those with SEND and the priority school leaders give to SEND. Future efforts to meaningfully educate pupils with SEND in mainstream schools must attend to teachers’ confidence and competence in respect of this aim. In addition, extensive and collaborative work with schools in the United Kingdom is offering a more hopeful model of how TAs can supplement this endeavor. Improving how teachers deploy TAs and how TAs interact with pupils, together with addressing persistent problems relating to the way TAs are trained and prepared for their roles in classrooms, schools can unlock the potential of the TA workforce as part of a wider, more inclusive approach for disadvantaged pupils.

Attentional Biases to Bullies and Bystanders and Youth’s Coping With Peer Victimization

Effectively coping with peer victimization may be facilitated by deploying attention away from threat (i.e., bullies, reinforcers) and toward available support (e.g., defenders). To test this premise, 72 early adolescents (38 girls; Mage = 11.67, SD = 8.14 months) watched video clips of youth actors portraying a bully aggressing against a victim in front of a reinforcer and a defender. Coping was assessed using self-reports, and peer victimization was assessed through peer-, teacher-, and parent-reports. At high levels of peer victimization, attention to the bully was associated with less seeking of adult support and greater retaliation. Contrary to predictions, at high levels of victimization, attention to defenders was associated with an internalizing coping profile for boys and a retaliatory profile for girls. Thus, attentional biases may contribute to poor coping responses among victimized youth, underscoring the need to study how attention to cues is translated into actionable coping strategies.