"• What are the most cost-effective school and classroom practices to help children develop positive relationships and pro-social behaviour at school and increase school attendance – especially for those children with challenging behaviour? How do these vary for different groups (and for those students with SEND, for different types of need)? "
Background
Every child and young person, regardless of their background, must be able to achieve and thrive, particularly at school, to develop the knowledge and skills they need for life. Thriving centres on both feeling good (having a high subjective wellbeing and a positive sense of belonging), and doing well (having a positive sense of accomplishment, autonomy, and physical and mental health). Other areas of research interest regarding this pillar of the Opportunity Mission span; attainment; SEND; attendance; health and wellbeing both in and out of school; and enrichment activities and childcare for school- aged children. (For brevity, please read all references to children as encompassing both children and young people where appropriate.)
Full details can be found at: https://www.gov.uk/government/publications/department-for-education-areas-of-research-interest
Next steps
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Topics
Related UKRI funded projects
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SWITCH - Targeting Social Well-being to Improve Transitions to School
As one of the earliest major transitions in childhood, school-entry poses ample opportunities and risks for well-being and mental health. A successful switch to school not only hinges on children's individual cognitive s...
Funded by: ESRC
Lead research organisation: UNIVERSITY OF ESSEX
Why might this be relevant?
Partially relevant as it focuses on social well-being and school transitions, but does not specifically address cost-effective practices.
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School Readiness: Connecting Viewpoints on Child and Family Well-being and Identifying Commonalities Across Diverse Groups
Children's success in the early school years hinges on both cognitive (e.g., mental flexibility, over-riding impulses, holding information in mind) and social (e.g., understanding others' thoughts and feelings) aspects o...
Funded by: ESRC
Lead research organisation: University of Cambridge
Why might this be relevant?
The project focuses on school readiness, wellbeing, and classroom characteristics related to children's positive relationships and behavior at school.
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Toward the Development of a Rigorous and Practical Classroom Observation Tool: The Uganda secondary school project
Worldwide, there has been growing interest in understanding the nature of quality education. A major key to this quest lies in what goes on inside classrooms, where children derive the bulk of their daily experiences in ...
Funded by: ESRC
Lead research organisation: New York University
Why might this be relevant?
Partially relevant as it focuses on classroom observation tools, but does not directly address cost-effective school practices for developing positive relationships and pro-social behavior.