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Some examples of school standards that are not value-neutral include:
- uniform policy (in circumstances where the policy covers every single aspect and item of clothing and eliminates all room for individuality, particularly when each item of uniform is expensive)
- behaviour policy in circumstances when the policy does not cater to the learning needs of each student, where the policy does not reflect equality, or where the policy does not allow students to reflect on and redeem their behaviour, decisions, actions or thinking.

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I personally believe that missing out on camps and excursions is very detrimental not only to a student's schooling but also to their life learning and experience. Camps were the highlight of my schooling growing up and I feel like contributed to most of my social development. Camps and excursions are also able to provide students with life experience that they may otherwise not be exposed to, and enable learning to be connected to firsthand experiences. This creates more meaningful and relevent learning for all students.

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My own personal experience aligns with Forhard's statement that there is a close link between socio-economic status and quality education as through a combination of work and placement I have had the opportunity to experience catergory 1, 2, and 3 schools. I feel that the difference between the category 2 school that I work at and the category 1 school at which I completed my second year placement is enormous. Most if not all of the families in my placement class came from low SES backgrounds and (as the class was a reception-1 level) the difference in readiness for school in comparison to the receptions I work with as an SSO was very much evident.

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I feel this reading relates very closely to the school I work at, at the moment. I enjoyed hearing the key points and relating it back to my experiences within school. It has cleared up some of the relationship between schooling and students SES background.

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I agree that enforcing a uniform policy can be detrimental as some families can not afford to pay for school uniforms, this can make students attendance drop off with is detrimental to their schooling. It is really difficult as students need to have rules to follow but some discipline and behaviour policy may stop students from coming to school if they are not used to strict rules at home. The school needs to be understanding that everyone’s home life is different and some households may not afford new school clothes and healthy food for their kids and this is where with a supporting school families can feel and be supported to keep their child attending and learning.

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Missing extra curricular activities can be very detrimental to students. Students in low SES schools often do not go out of their community, so having the option to see what is outside their 'normal life' can help students grow and thrive to achieve more in their life. Excursions and other extra-curricular activities offer a range of opportunities for students by giving them the chance to have social interactions and develop socially and emotionally outside of the classroom. Camps give students a sense of independence and for low SES students allows them to see life outside of their house and community. Students learn a range of life skills that are not always taught in the classroom. It also allows students to learn while doing different styles rather than in a tradition classroom style, it allows them to learn while doing hands on activities.

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I personally do agree with Forhard saying as I have worked in low SES schools for my whole adult life, Forhard says that there is a close link between socio-economic status and quality education. I can see that quality education comes with having available opportunities and with low SES backgrounds families cannot afford experiences. I have seen this through working as a SSO at a category 1 school. However, I do feel that some schools with a higher percentage of low SES backgrounds cater for this better as most families are in the same boat within the community. Meaning that some experiences are paid for by the school, however the school does not have an endless limit so students are still limited and disadvantaged because of their low SES backgrounds.

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I have enjoyed looking back on my own experiences with working with students of low income households and considering how the findings from Forhard-Dourlent have related to their own experiences and attitudes to learning. The information regarding low income parents perspective on teachers being more qualified to teach their children things and therefore don’t understand the importance of having a near equal partnership with the teacher was quite insightful. It made me consider what approaches I could take with parents to ensure both myself and the students parents can have a productive relationship that ensure greater learning and behavioural outcomes for the child.

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Excursions and extra curricula activities- fun and therefore a strong motivator for students to do well in and behave appropriately. Gives students the opportunity to positivity associate with their school when children often only see the negatives.

Takes learning out of the classroom and provides new societal perspectives and more hands-on approaches to learning.  Also provides strong social experiences that can improve collaboration and classroom bonding.

Missing out on excursions and extra curricula activities could also be a huge detriment, as it creates a sense of exclusion from the rest of the class. Having students share their experiences and everlasting memories of say a camp excursion can cause anger, sadness and hatred to others who prevented them from being a part of it, potentially leading to students seeing teachers and other classmates as the enemy.

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While I definitely agree that quality of education and opportunities available does greatly impact a students education and attitude to learning, I have not experienced it first hand. Although previously working in a category 1 school in the country, I would say that the school provided excellent facilities and provided copious opportunities for students to better themselves. School provided multiple excursions, extra curricula activities and many resources and learning spaces for students to utilise. Issues would mainly stem from behaviour and a lack of consistency when it came to school attendance. Some students homelife would greatly impact their ability to learn, whether that was due to a lack of sleep, food or personal reasons. With that said, I would hate to think of a scenario where the school had little to provide to these kids even with the current difficulties they faced at home.

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Some discipline and behaviour policies may prove to be more detrimental to those from a lower income environment than that of a middle- and upper-income household. Behaviour that goes unnoticed at home could be considered a violation of school policy in the school environment. Some schools may have a straight call to home approach which can often make it difficult for students to find intrinsic motivation to stay in the class and better improve themselves throughout the day. This is why it is crucial to ensure school standards are aligning with the needs and values of the surrounding community and also provide students with opportunity to improve themselves overtime.

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The idea of school not being value-neutral was very eye-opening for me because although I had noticed the injustice is certain elements of school, I had never considered how it related to class and value-reproduction within institutions.

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I agree that enforcing a harsh uniform policy is not value neutral as some families cannot afford to pay the high prices of school uniforms and often opt for more cost effective alternatives. I have seen schools accomodate this by simply asking items to be of school colour, but that is not the case at every school, and often makes students feel different from their peers. Another way I have seen schools not be value neutral is through expectations of what food students consume at recess and lunch time. I can understand an emphasis on healthy meals as we want our students to develop healthy eating habits. However, I have seen examples of children being criticised for what is in their lunchbox, and notes being sent home to parents about food in packaging or food perceived to be unhealthy. Food in packaging is often able to be purchased cheaper than fresh food, and can be stored for longer thus making it a better option for some families.

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Missing out on excursions and camps can mean that students may miss out on key social interactions and development. On camp children learn many life skills including being prepared, cooperation, collaboration, that are not explicitly taught. These skills are important for young people to develop as they will support them in their future years.

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Yes, I have seen how quality of education and opportunities available can have an effect on the outcomes of children from different socio-economic backgrounds. In my own experience of schooling I have seen students miss out on extra-curricular activities and access to extra support. However, as an ESO I have also observed the differences in outcomes within children whose parents have had more employment flexibility and time to support their children's development than those who have not had this opportunity as they have needed to work as much as they can as they struggled to make ends meet. This is not something I considered in great depth until this year but can have a profound affect on academic outcomes, especially in those early years.

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An example of school standards that are not value neutral includes:
Expecting all families to buy school uniforms that differ in summer and winter. Uniforms can be a huge expense to all families. In my own schooling experience, I observed students  be publicly told off for not wearing the correct uniform, down to the smallest detail in the correct length socks with school logo. Now reflecting, it was a public school and their families may not have been able to afford the expense.

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A key idea that I have developed from his presentation is that parents from different socio-economic lasses have differing views of education staff. Specifically, there being key differences between the relationship between teachers and parents. Parents from low SES families often look up to teachers, viewing them as better equipped to educate their children and are therefore less inclined to ask questions about their child’s educations. Whereas, middle class families view teachers as equals and therefore are more inclined to ask questions, involve themselves in students education and form relationships with other parents.

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Students who are not able to attend school camps and excursions may have feelings of being left out, embarrassment, resentment towards their parents, or not understanding why their friends can go but they can not. Socially, excursions and camps can be an occasion that students look forward to attending with their friends. Therefore, students who are left out may miss crucial social learning experiences and be prone to social exclusion or bullying. As for issues in later life, this can have an effect on mental health and crucial stages of development socially, physically and emotionally.

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Yes, I agree with Forhard stating that there is a close link between socio-economic status and the disparities in the quality of education and opportunities for students. Education itself, whether private, public or independent is an expense that may not be affordable for all families and therefore limit the experiences, and opportunities that students are offered.
I have observed students from low SES background, not being able to afford for their children to attend extra curricular activities, camps or excursions offered at an additional cost to school, which hindered social connections and the overall schooling experience for the students.

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For this final question, please contribute one key idea that you have developed from our presentation. This can be something that you have learnt or something that this presentation made you think about.  

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For this final question, please contribute one key idea that you have developed from our presentation. This can be something that you have learnt or something that this presentation made you think about.  

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Can you think of a few examples of school standards that are not value-neutral?

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Can you think of a few examples of school standards that are not value-neutral?

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Can you think of some ways that different opportunities such as camps and additional support in students' school years could not only impact their education but their future years as well? 

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Can you think of some ways that different opportunities such as camps and additional support in students' school years could not only impact their education but their future years as well? 

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Have you observed any disparities in the quality of education and opportunities available to individuals from different socioeconomic backgrounds? 

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Have you observed any disparities in the quality of education and opportunities available to individuals from different socioeconomic backgrounds? 