Responding to the New Reality in Education
Of necessity, the purpose of education is under the spotlight along with teacher training that will improve pupils’ agency and mindsets thereby better enabling young citizens to fulfil their potential.
The importance of Personal, Social and Emotional Development (PSED)
As the Human Values Foundation, with a mission of advancing the quality and effectiveness of teaching and learning by promoting education practices with a distinctly human touch, we are conscious of the importance consistent, high quality social and emotional nurturing has on child development – with implications across learning, building and maintaining relationships and early support for mental health and wellbeing.
The ‘Shaping Us’ campaign, supported by the Princess of Wales, demonstrates how the early years, from birth to five, are critical for making differences to long-term attainment outcomes, especially for socio-economically deprived children.
The Department for Education (DfE) has reported that by the age of five, the attainment levels of children from disadvantaged backgrounds are, on average, four months behind their better off peers and such gaps can double by the end of primary schooling.
Personal, Social and Emotional Development embraces Self-awareness, Self-management, Relationship skills, Responsible decision-making and Social awareness. The range of competencies gradually gained using this focused framework are considered fundamental for learning.
Studies have consistently demonstrated that there is a higher prevalence of PSED needs in socially disadvantaged communities. Supporting this work is now a priority, especially because of the number of ‘lockdown children’ growing up in the shadow of the pandemic with inadequate PSED skills.
Our place in the new reality of education
Education Support issued a report in May entitled, ‘Teaching: the new reality’. Their findings paint a picture of an education system – and wider public services – that are struggling to meet the level of need required by children and young people, and therefore limiting their life chances. This report is a call to action but also offers recommendations for Government and policymakers that can benefit the education system and future generations of children and young people.
As Sinéad Mc Brearty, the Chief Executive of Education Support says, “The job that teachers are currently trained for does not match the daily reality. If we continue in this way, we will burnout a generation of talented and dedicated staff, and future generations of children and young people will be even worse off for it.”
The Human Values Foundation will continue to strive to be “a beacon of light in the education sector” supporting schools with much sought-after training, building teachers’ confidence in PSED and giving them practical, empowering resources in THE BIG THINK programme for ages 5 to 11.
What is so heartening is how teachers delight in expanding their expertise as they undergo training for implementing The Big Think and start to see the range of impacts the elements making up a regular session have on their pupils: Silent Sitting (mindfulness), a relatable story that sparks discussion, the Big Feelings wheel, practising applying new skills, singing, a journal sheet for each child and follow-up actions.
The Big Think’s stimulating approaches are moving the education dial forward. They enable teachers to fulfil new responsibilities. Children in their classes progressively gain attitudes, knowledge, skills and values that build self-esteem and open the way to improving life chances and being aspirational. The whole school community delights in seeing young citizens enthusiastically drawing on their talents and interests and laying foundations for leading happy, healthy lives. Everyone ‘gets’ the new style of education. There is a great sense of belonging and teamwork.
“The fact is, that given the challenges we face, education doesn’t need to be reformed — it needs to be transformed.” – Sir Ken Robinson (1955-2020)
Check out THE BIG FIVE set of free resources that build teachers’ confidence in realising how their personal ‘inside weather’ can reinforce a constant, supportive school climate.
The 5 packs for ages 5-7 and 5 for ages 7-11 making up this resource provide a 5-week course for each age group. As schools work through the Assembly and Lesson kits, teachers gain confidence in facilitating their own and their pupils’ Social and Emotional Learning (SEL). The strategies and skills gained enhance the psychological wellbeing of all participants and are conducive to lasting improvements in children’s performance, socially, emotionally and academically.