• How can staff best be supported in dealing with challenging behaviour, in ways that reliably reduce disruption to peers, improve pupil wellbeing, behaviour and attainment, and aid staff retention?
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
Get in touch with research.engagement@education.gov.uk
Topics
Related UKRI funded projects
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Creating the future of improving teaching quality and student wellbeing through the dynamic approach to school improvement
This project aims to consolidate the impact of my PhD through producing publications, developing networks, formulating funding proposals, and improving my research and professional skills. The purposes of my PhD work ar...
Funded by: ESRC
Why might this be relevant?
Partially relevant as it focuses on improving teaching quality and student wellbeing, but does not directly address staff support.
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Exploring whole-system intervention to improve mental health and wellbeing through schools.
The integration of health and education policy and practice, with a specific focus on the role of schools in mental health education and preventative intervention, is of major topical concern. There is strong support in ...
Funded by: ESRC
Why might this be relevant?
Partially relevant as it explores whole-system intervention to improve mental health and wellbeing through schools, but does not directly address staff support.
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Decentring the 'resilient teacher': exploring interactions between individuals and their social ecologies
There is currently a teacher retention crisis in the UK and beyond. One in five teachers in the UK plan to leave teaching within the next five years and a third of teachers report experiencing a mental health issue. Worr...
Funded by: ESRC
Why might this be relevant?
Fully relevant as it focuses on promoting teacher resilience, which is directly related to supporting staff dealing with challenging behavior.