You are on page 1of 11

Respect Conference

Educational Underachievement and Community Partnerships 29th November 2013 University of Ulster Magee

Paradigm Shifts
• 19th Century - Biological
• 20th Century - Psychological • 21st Century - Sociological

Key Indicators

Social Deprivation
• Social class is the biggest predictor of how well you do at school. • The richer you are the more likely it is that you will do well at school. • The more unequal a society is the greater the gap in health, education, crime rates etc. etc. • The gap between the ‘haves’ and ‘have not's has risen sharply since the 70’s
• Why do some children from socially deprived backgrounds do well?

• Why do more able poor children do less well than less able richer children?

Family
• 80% of learning happens outside of school. • Mothers level of education crucial. • Families under income stress are likely to suffer multiple deprivations. • Almost all parents want to see their children succeed. • Parents previous experience of education largely determines their level of engagement with schools • Why are some children resilient enough to overcome sometimes horrendous family backgrounds?
• Why are some families ‘hard to reach’? • What do successful schools do to engage with all families?

Schools
• Only 20% of learning happens inside schools. • 80% variation within individual schools. • Internal school improvement alone is unlikely to close the attainment gap. • ‘Standards’ agenda may have led to a widening of the attainment gap. • Countries with schools with the lowest ‘socio – economic’ mix do better • Why do some schools serving socially deprived communities seem to do much better than others? • How do good schools develop strong links with parents and the wider community? • What key skills do good school leaders possess and encourage?

Community
• Children from communities with high social capital achieve better outcomes. • Children from communities that work in partnership with local schools achieve better outcomes. • Children from communities that see education as much more than schooling achieve better outcomes. • Community regeneration can contribute positively to better outcomes • Why do children from some communities do better than some other children? • How do you build social capital? • How can communities best support education? • How can communities best support schools? • How can communities best support vulnerable families? • How can communities best support area regeneration?

Gender
• Boys generally don’t achieve as well as girls. • Poorer boys do particularly badly in our education system. • Boys are more likely to draw attention to themselves • Boys tend to do better in mixed settings. • Why are boys more likely to be found at the extremes of society? • Is there a gender bias in schools and in broader society? • Why do other education systems not have such ingrained gender issues?

Evidence Based Interventions
• Early Interventions – 0-3 • Family Support

• Early Teenage Years

Sport and Education
• Magnet or Repellent?
• Winning or Well-being? • Competition or Collaboration?

Thank You
Sean Barr