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This book draws on an extensive international literature and policy context from a range of fields of enquiry, to challenge the orthodoxies and systemic issues that serve to marginalise children and young people and lead the way for schools to become more equitable, inclusive, and compassionate in their practice.
List of contents
Introduction: Making a Difference to the Lives of Children and Young People
Part I: Understanding the Drivers for Change within the System: The Policy Context
Chapter 1 Understanding the Policy Context: The Macrosytem
Chapter 2 Inclusive Education: Challenges, Tensions and Dilemmas
Part II: Exploring and Understanding the Problem
Chapter 3 Marginalisation, Social Exclusion and the Impact of Poverty on Children and Young People
Chapter 4 Schools as Places of Belonging or Exclusion: School Disaffection
Chapter 5 Understanding Social, Emotional and Behavioural Needs (SEBN)/Mental Health Needs (SEMHN)
Chapter 6 Looking through the Lens of Developmental Theory to Understand Social, Emotional and Behavioural Needs (SEBN)/Mental Health Needs (SEMHN)
Part III: Towards New Understandings: Challenging Orthodoxies and Building Community through Relational Approaches
Chapter 7 Challenging the Orthodoxies of Behaviour Management through an Examination of Power, Influence and Authority
Chapter 8 Challenging the Orthodoxies of Behaviour Management through a Focus on Policy and Practice
Chapter 9 Building Community through Nurture and Trauma-Informed Practice
Chapter 10 Building Community through Restorative Justice/Practice
Part IV: Empowering the School Community
Chapter 11 Working Collaboratively Together to Empower the School Community through Pupil Participation and Parental Engagement
Chapter 12 Empowering the School Community through Socially Just and Culturally Responsive Leadership
About the author
Dr. Joan G Mowat is a senior lecturer in the School of Education at the University of Strathclyde and author of ‘Using Support Groups to Improve Behaviour,’ published by SAGE. She leads the ‘Into Headship’ programme for prospective headteachers. She has extensive experience in the classroom, latterly as Depute Head at Vale of Leven Academy. She undertook a short secondment as a national development officer for ‘Better Behaviour-Better Learning.’ Her principal research interests are the inclusion of children with social, emotional and behavioural needs, leadership for social justice and the relationship between poverty, attainment and wellbeing. Joan co-led a highly successful Scottish Universities Insight Seminar Series on this topic.
Summary
This book draws on an extensive international literature and policy context from a range of fields of enquiry, to challenge the orthodoxies and systemic issues that serve to marginalise children and young people and lead the way for schools to become more equitable, inclusive, and compassionate in their practice.
