scholarly journals Impact of the Friendly Schools whole-school intervention on transition to secondary school and adolescent bullying behaviour

2018 ◽  
Vol 53 (4) ◽  
pp. e0001 ◽  
Author(s):  
Donna Cross ◽  
Therese Shaw ◽  
Melanie Epstein ◽  
Natasha Pearce ◽  
Amy Barnes ◽  
...  
Keyword(s):  
Secondary School ◽  
School Intervention ◽  
Whole School ◽  
Adolescent Bullying

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.

scholarly journals The Invisibility of Covert Bullying Among Students: Challenges for School Intervention

2012 ◽  
Vol 22 (2) ◽  
pp. 206-226 ◽  
Author(s):  
Amy Barnes ◽  
Donna Cross ◽  
Leanne Lester ◽  
Lydia Hearn ◽  
Melanie Epstein ◽  
...  
Keyword(s):  
Professional Development ◽  
Young People ◽  
School Policy ◽  
School Intervention ◽  
School Level ◽  
School Staff ◽  
Policy And Practice ◽  
Effective Strategies ◽  
Bullying Policy ◽  
Whole School

Covert bullying behaviours are at least as distressing for young people as overt forms of bullying, but often remain unnoticed or unacknowledged by adults. This invisibility is increased in schools by inattention to covert bullying in policy and practice, and limited staff understanding and skill to address covert behaviours. These factors can lead to a school culture that appears to tolerate and thus inadvertently encourages covert bullying. This study explores these dynamics in Australian primary and secondary schools, including the attitudes of over 400 staff towards covert bullying, their understanding of covert bullying behaviours, and their perceived capacity to address these behaviours both individually and at a whole-school level. While most respondents felt a responsibility to intervene in bullying situations, nearly 70% strongly agreed with statements that staff need more training to address covert bullying. Only 10% of respondents described their current whole-school strategies as very effective in reducing covert bullying, and fewer than 40% reported their school had a bullying policy that explicitly referred to covert bullying. These results suggest an urgent need for sustainable professional development to enhance school staff understanding, skills and self-efficacy to address covert bullying through school policy and practice, and the need to identify and consolidate effective strategies to better address these behaviours.

A pilot whole‐school intervention to improve school ethos and reduce substance use

2010 ◽  
Vol 110 (4) ◽  
pp. 252-272 ◽  
Author(s):  
Chris Bonell ◽  
Annik Sorhaindo ◽  
Vicki Strange ◽  
Meg Wiggins ◽  
Elizabeth Allen ◽  
...  
Keyword(s):  
Substance Use ◽  
School Intervention ◽  
Whole School

scholarly journals Development Of Transversal Skills In Content And Language Integrated Learning Classes

2016 ◽  
Vol 12 (1) ◽  
pp. 129
Author(s):  
Nemira Macianskiene
Keyword(s):  
Secondary School ◽  
Soft Skills ◽  
Skill Development ◽  
Added Value ◽  
Integrated Learning ◽  
Soft Skill ◽  
Whole School ◽  
Social Fund ◽  
Service Training ◽  
Development Of Language

The issue of transversal or soft skill development is an important challenge for educational institutions preparing prospective employees for successful integration in the modern global labour market. The implementation of content and language integrated learning (CLIL) provides ample opportunities for the development of soft skills, apart from in-depth learning of the subject and development of language competences. The study presents some insights gained during the in-service training courses for secondary school teachers, while implementing the European Social Fund supported project “Synergy of Content and Foreign Language” at the Institute of Foreign Languages of Vytautas Magnus University in Lithuania, with regard to possibilities to better prepare graduates for social integration through efficient implementation of CLIL at school. Among other objectives, the project aimed at professional development of secondary school subject teachers by raising their awareness of CLIL methodology, including transversal skill development. The paper presents investigation into teacher perception of the importance of soft skills and their self-evaluation of practice of soft skill integration into their subject teaching. The issue of transversal skill development is discussed as an integral constituent of project activities, an added value and/or the synergic effect which may be achieved while implementing CLIL at school. The study concludes that CLIL implementation requires the whole school policy, new approach to subject and language teacher in-service training and presents some recommendations for educational policy developers.

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