Building Community to Create Equitable, Inclusive and Compassionate Schools through Relational Approaches
This book draws on an extensive international literature and policy context, from a wide 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.
With a particular focus on children with social, emotional and behavioural/mental health needs, it critiques policy and practice as they pertain to behaviour management and school discipline in the UK and the USA, and offers alternative perspectives based on collaborative and relational approaches to promoting positive behaviour and building community. Each chapter features reflection points to provoke discussion as well as offering additional suggested reading, culminating in a discussion of the role of school leaders in leading for social justice.
Ultimately, this book will be of benefit to scholars, researchers and students working in the fields of behaviour management, inclusion and special needs education, and education, policy and politics more broadly. It will also offer substantial appeal to education professionals, school leaders and those with a locus on the mental health and wellbeing of children and young people.
Lists of Figures
Lists of Tables
Lists of Charts and Boxes
List of Acronyms
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
'This is an important and scholarly book for all those interested in children’s welfare, well-being and successful learning. It offers new insights about creating truly inclusive school communities and offers hope to marginalised young people.' Emerita Professor Pamela Munn, Former Dean, Moray House School of Education, University of Edinburgh, Scotland.
'This book offers a compelling alternative perspective to the traditional views of behaviour management in schools. The proposed alternative, focusing on humanistic and relational approaches, is deep and refreshing, a much needed analysis to move towards more inclusive schooling.' Professor Sulochini Pather, Institute of Childhood and Education, Leeds Trinity University, UK
'With current policy and guidance in England veering towards zero-tolerance approaches, isolation rooms and punishment in schools, this book offers an empathetic alternative based on social justice, equity and compassion. Never mind Tom Bennett – Joan Mowat should be advising the DFE.' Dr David Colley, Associate Lecturer, Oxford Brookes University
'In questioning the nature and purposes that education should serve, Joan Mowat’s focus on meeting the needs of all young people, in and with their communities, gives new insight, hope and courage to all educators that schools can be equitable, inclusive and compassionate, and that authentic and lasting change is possible through strengthening relationships, creating empowering cultures and environments and building community.' Margery McMahon, Professor of Educational Leadership & Head of the School of Education, University of Glasgow.