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EEF Working with Parents Guidance Report

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EEF Working with Parents Guidance Report

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this eef guidance report reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children’s learning.  parents play a crucial role in supporting their children’s learning

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and levels of parental engagement are consistently associated with better academic outcomes. evidence from our teaching and learning toolkit suggests that effective parental engagement can lead to learning gains of +3 months over the course of a year.  yet it can be difficult to involve all parents in ways that support children’s learning

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especially if parents’ own experiences of school weren’t positive.  this is why we’ve produced this guidance report

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designed to support primary and secondary schools to work with parents – particularly those from disadvantaged homes.  it offers four clear and actionable recommendations which we hope will support an evidence-informed approach.

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Working with Parents to Support Children's Learning

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Four recommendations on working with parents to support their child's learning

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Recommended Reading: A Systematic Review of how Theories Explain Learning Behaviours in School Contexts 

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Recommended Reading: A Systematic Review of how Theories Explain Learning Behaviours in School Contexts 

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EPPI Systematic Review Learning Behaviours 2004.pdf

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EEF Special Educational Needs in Mainstream Schools Guidance Report

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EEF Special Educational Needs in Mainstream Schools Guidance Report

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Special Educational Needs in Mainstream Schools

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Create a positive learning environment for pupils with SEN.

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EEF Improving Social and Emotional Learning Guidance Report 

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EEF Improving Social and Emotional Learning Guidance Report 

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improving social and emotional learning in primary schools reviews the best available research to offer school leaders six practical recommendations to support good sel for all children. it stresses this is especially important for children from disadvantaged backgrounds and other vulnerable groups

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have weaker sel skills at all ages than their better-off classmates.  evidence from the eef’s teaching and learning toolkit suggests that effective sel can lead to learning gains of +4 months over the course of a year. yet – even though sel is already a large (and often unrecognised) part of their current job – few teachers receive support on how they can develop these skills in their everyday teaching practice. this is particularly important at a time when schools are reviewing their core vision and curriculum offer

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and planning to implement statutory relationships and health education.

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Improving Social and Emotional Learning in Primary Schools

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Six recommendations for improving social and emotional learning in primary schools

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Six recommendations for improving behaviour in schools

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EEF Metacognition and Self-regulated Learning Guidance Report 

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EEF Metacognition and Self-regulated Learning Guidance Report 

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This animation aims to cut through the complexity that surrounds metacognition by providing a clear example of what it looks like in practice. It could be used to start colleague conversations, build staff knowledge when designing and delivering Effective Professional Development on metacognition.

https://youtu.be/sAik_RQY_Dg

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evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well. however

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while the potential impact of these approaches is very high

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less is known about how to apply them effectively in the classroom.  this guidance report reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils’ metacognitive skills and knowledge. the report has recommendations in seven areas and ‘myth busts’ common misconceptions teachers have about metacognition.  for example

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some teachers think they need to teach metacognitive approaches in ‘learning to learn’ or ‘thinking skills’ sessions. but the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.

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Apply metacognitive strategies in the classroom.

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To develop an understanding of learning behaviours, ensuring a holistic, child-centered approach

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To develop an understanding of learning behaviours, ensuring a holistic, child-centered approach

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Learning Behaviours Module 1: An Introduction to Learning Behaviours

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Learning Behaviours Module 1 - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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More than one in three children and young people are exposed to at least one potentially traumatic event by age 18.¹ The right support can make a substantial difference to the extent that traumatic events impact on their lives.

The UK Trauma Council (UKTC) creates evidence-based resources to improve professionals and carers' understanding of the nature and impact of trauma. We aim to better equip all those supporting children and young people exposed to trauma.

¹Reference: Lewis, S. J., Arseneault, L., Caspi, A., Fisher, H. L., Matthews, T., Moffitt, T. E., Odgers, C. L., Stahl, D., Teng, J. Y., & Danese, A. (2019). The epidemiology of trauma and post-traumatic stress disorder in a representative cohort of young people in England and Wales. The Lancet Psychiatry, 6(3), 247-256.

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Creating a world that nurtures and protects children and young people following trauma

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The UK Trauma Council’s mission is to radically improve the help children and young people receive across the UK following traumatic events and experiences.

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Recommended Reading: ‘Trauma Is A Lens, Not A Label’: How Schools Can Support All Students

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Recommended Reading: ‘Trauma Is A Lens, Not A Label’: How Schools Can Support All Students

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In order to check in and make sure that educators feel that they can do all they need to do within the hours of the work week, she advises that school leaders provide space for teachers to ask questions, ideate and reflect with their principal or school counselor. "We have a cultural expectation that people aren't working after hours. And if you are finding that you can't keep up with your job expectations in the 40-hour work week, you're talking to your supervisor about getting support in a non-shaming way," said Alison Putnam, a school leader at Centerpoint School in Vermont. Her school leaders prioritized getting rid of unnecessary, extra meetings and giving teachers more opportunities to connect with each other.

"We do a monthly wellness group where teachers from across the school get together in small groups to talk about our wellness, and how we're feeling at work. We talk about goals we have for ourselves and what is supportive of those goals," said Putnam.

Another way to support teachers' working conditions and workload is " tap in, tap out," a self care strategy from Fall-Hamilton Elementary School in Nashville, Tennessee. In this technique, educators form a text message group to contact whoever is available to temporarily fill in for them whenever they need to take a moment to step out and regroup during class.

"It's just so simple, but it can be so powerful in acknowledging that you don't have to carry this stress by yourself," said Venet. "It's more than saying, 'We're a community.' It's actually finding a way to put a structure around that."

Trauma happens inside schools

It's not uncommon for educators to think of students as "bringing their trauma to school" as if it's packed in their backpacks somewhere between their bag lunch and homework folders.

"Too often, teachers perceive trauma as something that comes from 'outside of school,'" said Venet. "Much of the research and writing on trauma frames it as resulting from factors schools cannot control." When effectively applied, trauma-informed education means critically examining how oppression at schools causes trauma in students. Oppression can happen outside of schools as well as within schools, caused by peers in situations, individual teachers and curriculum.

"Trauma is a lens, not a label," advises Venet in her book, pushing teachers to look beyond labeling trauma-affected students to understanding how structures may cause trauma.

Schools are not equitable for trauma-affected students and numerous studies show that children experiencing trauma have greater difficulty learning . On top of that, student responses to trauma, such as disengagement or misbehavior, are often unknowingly disciplined.

Venet recommends a universal approach to trauma-informed education so that schools are centering students' humanity, whether their trauma is apparent or not. She advocates for making responsive, social-emotional supports accessible to all students with as few barriers as possible. That means making sure students know what is available to them when they are struggling whether it's having flyers on the wall, information on the school websites, or informed teachers that can point them in the right direction.

A universal approach ensures that all students, including students who are unwilling to ask or have cultivated coping mechanisms that allow them to go unnoticed, get support. High achievers affected by trauma are especially at risk for being overlooked, and adults often misinterpret their coping for resilience.

Cultivate relationships rooted in equity

"Take whatever timeline you have in your mind for how soon you're going to have that strong relationship and multiply it by two, three or four because it just takes people so much longer to build that trusting relationship," said Venet about cultivating connections with students.

She cautions that students' capacity to trust will be lower as a result of the instability and uncertainty of the pandemic. When children go through trauma, they have some mistrust in authority figures and in systems, because often during trauma, those people and systems weren't there for them.

"I think we have a lot of work to do to rebuild and prove that schools can be places of safety and community," she said.

To do this, Venet urges teachers to take a stance of unconditional positive regard for students, a concept developed by psychologist Carl Rogers, that emphasizes removing conditions - such as compliance or achievement - for accepting another person. In schools, Venet sees unconditional positive regard as communicating to the student, "I care about you. You have value. You don't have to do anything to prove it to me, and nothing's going to change my mind."

She encourages teachers to build positive relationships during everyday moments like how students are greeted when they enter class or when they make a mistake.

"Any opportunity you have to affirm the student's inherent worth is a moment for unconditional positive regard," she said.

Establishing good relationships can be a long process. And just because students are not openly responding to relationship-building efforts, it does not necessarily mean that the care and support they've received are unappreciated.

Make sure to note students' progress and focus on their strengths. "Recognize that even though you might not see a shift right away, it doesn't mean the shift isn't happening," said Venet. Additionally, it's helpful to remember what is developmentally appropriate for students, so don't take it personally when a highschooler rolls their eyes or a kindergartener has trouble following directions.

Trauma-informed education is not going to look the same for every educator. In the same way that Venet encourages teachers to pay attention to what is going right when working with students, teachers can expand upon what they do well when it comes to their own practice.

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'Trauma Is A Lens, Not A Label': How Schools Can Support All Students - MindShift

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In order to check in and make sure that educators feel that they can do all they need to do within the hours of the work week, she advises that school leaders provide space for teachers to ask questions, ideate and reflect with their principal or school counselor.

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 To audit and reflect on current practices and strategies that support learning behaviours 

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 To audit and reflect on current practices and strategies that support learning behaviours 

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Learning Behaviours Module 2: An Audit of Current Practice 

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To explore school culture and prepare for effective change. 

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To explore school culture and prepare for effective change. 

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Learning Behaviours Module 3: School Culture: Preparing for Effective Change 

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MASTER.Learning Behaviours Audit - MAKE A COPY

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RS Learning Behaviours Module 1  (2021-10-19 at 07:12 GMT-7)

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Learning Behaviours Infographic - editable

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School Cultures and practices: supporting the attainment of disadvantaged pupils

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School Cultures and practices: supporting the attainment of disadvantaged pupils

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Module 4: Social Emotional Learning Deep Dive

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Social Emotional Learning Guidance Report 

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Social Emotional Learning Guidance Report 

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Case Study: Strengthening Mindsets Through Writing Revisions

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Case Study: Strengthening Mindsets Through Writing Revisions

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Case Study: Practicing Social Awareness in Chemistry Lab 

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Case Study: Practicing Social Awareness in Chemistry Lab 

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Case Study: Promoting SEL in Adult Leadership Meetings 

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Case Study: Promoting SEL in Adult Leadership Meetings 

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Quality-assured information, advice and resources to help primary schools understand and promote children's mental health and wellbeing.

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We work with professionals to improve the mental health and wellbeing of children and young people. Learn about our training, services, research and more.

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CORC Wellbeing Measurement Framework (Staff and Students)

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CORC Wellbeing Measurement Framework (Staff and Students)

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Wellbeing Measurement for Schools is an approach that supports primary and secondary schools to understand particular strengths and challenges for their pupils, inform the planning of prevention or help, assesses the impact of support year on year and enables schools to compare this data with other schools across the country.

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The DeStress Monday at School Program is designed to support teachers and educators by offering simple ways to introduce stress management techniques into their routine, starting every Monday. Through a series of practices created by Johns Hopkins University and The Monday Campaigns, the DeStress Monday at School Program helps teachers-and their students-start the week with a new tool for managing stress, to help them feel more focused, energized, and relaxed.

The DeStress Monday at School Program includes 20 stress management practices for teachers to try on their own, then introduce into the classroom at their discretion. Watch this short introductory video for more information or review the full curriculum below.

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The DeStress Monday at School Program helps teachers-and their students-start the week feeling more focused, energized, and relaxed.

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Improving Behaviour in Schools Guidance Report

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Improving Behaviour in Schools Guidance Report

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Reading Jigsaw 1: What Can Teachers Do To Engage Anxious Students? 

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Reading Jigsaw 1: What Can Teachers Do To Engage Anxious Students? 

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What Can Teachers Do to Engage Anxious Students? - ASCD

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Juan asks to go the bathroom for the third time during math. Sue Lee gets easily frustrated and weepy when the teacher redirects her to a writing assignment. Sam has their head down and appears to be sleeping again during science. What do they have in common? Disengagement: one of the most common ch

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Reading Jigsaw 2: Positive Greetings? There Must Be More 

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Reading Jigsaw 2: Positive Greetings? There Must Be More 

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Positive Greetings? There must be more...Part 1

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Bradford Research School, part of the Research School Network