Relational supervision as a tool to prevent early school leaving (ESL): Collaborative working to promote reflection and learning \nabout oneself-in-role
Year: 2018
Type: conference-paper
Abstract: In 2017, 66,000 people aged 16-17 years in the UK were not in education, employment or training \n(NEET). This was 5% of all 16-17 year olds. Studies that have explored preventing young people from \nbecoming NEET emphasise the importance of consistent and positive relationships in programmes led \nby accessible, approachable and relatable adults. Many young people who leave school early or who \nare at risk of doing so are particularly vulnerable. This may be because of physical health problems, \ncaring responsibilities, difficult family circumstances, mental health needs and/or special educational \nneeds and disabilities (SEND). These young people’s lived experience is often very painful for the staff \nworking with them to bear. Supportive and reflective spaces for these adults to acknowledge and \nprocess distressing feelings that are stirred up when doing this work are required. However, the current \nturbulent social-political and professional context in the UK, along with the historical place of supervision \nfor teachers, often means such spaces are rare. This workshop is an attempt to explore some of the \nchallenges facing teachers, and to offer one potential approach to facilitate practitioners reflecting on \ntheir practice, to learn about themselves and the work they do and ultimately to be sufficiently supported \nto provide the kinds of relationships with young people that enable educational access, participation and \nachievement.
Author: Kennedy, Emma-Kate
Language: English
Subfield: Public Administration
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7061966731