Ceri Brown
Biographic Data
| ID | 4598278 |
|---|---|
| NAME | Ceri Brown |
| GIVEN NAMES | Ceri |
| FAMILY NAME | Brown |
| SIGNATURE | BROWN C |
| AFFILIATIONS | University of Bath |
| ORCID | 0000-0001-9112-1788 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Connected Belonging
With levels of mental health difficulties among young people rising and policymakers focusing on the state's role in promoting young people's wellbeing, educational institutions have become positioned on the front line as key sites to identify and implement wellbeing interventions. This paper draws on a series of policy analyses and qualitative studies with young people and educators, leading to recognition for the importance of a relational appr…
Five mechanisms for tackling the risks to Neethood
Tackling NEEThood remains a major UK policy focus, with numbers of young people not in education, employment or training (NEET) stubbornly high and the COVID-19 Pandemic exacerbating school disengagement and widening inequalities. Drawing on rich qualitative data from a three-year study evaluating educational interventions tackling NEEThood, this paper explores such interventions were successful from the perspectives of the young people and their…
A multi-stakeholder analysis of the risks to early school leaving
This paper considers the risks to Early School Leaving (ESL) as perceived by young people who are Early Leavers or at-risk of Early Leaving, and their educators in one region in South England. It draws on 38 interviews and focuses groups with 39 young people and 53 adults working in various roles across 11 educational settings including mainstream and specialist schooling, alternative learning provision and vocational education and training, as w…
Policy traction' on social and emotional wellbeing
This paper provides a ‘home international’ comparative analysis of education policy on social and emotional wellbeing, drawing on the case of the UK and its four distinct education systems of England, Wales, Scotland and Northern Ireland. Wales, Scotland and Northern Ireland have developed more holistic policy in this area, which stands in stark contrast to the disparate policies of England. These divergences in policy are likely to account for d…
Theorising social and emotional wellbeing in schools
Young people are increasingly lamented as unable to cope with ‘everyday realities of life’ with educational institutions and parenting styles accelerating what some refer to as the ‘snowflake generation’. This paper addresses confusion that exists in the framing of social and emotional wellbeing, delineating three competing perspectives: (1) ‘skills and competencies’, (2) ‘morals and ethics’ and (3) ‘capital and identity’. Embedded within each pe…
Comparing early leaving across Spain and England
This paper applies a conceptual framework of five key categories (personal challenges, social relationships, family circumstances, institutional features of school/work, and structural factors) to consider the comparative contexts of risks to Early Leaving (EL) in key regions within Spain with a high national level of EL and England, a nation with low relative EL. The two-country comparison draws from 77 interviews and focus groups with 309 educa…
Introduction to the special issue
(2021). Introduction to the special issue: a conceptual framework for researching the risks to early leaving. Journal of Education and Work: Vol. 34, Understanding and Intervening on the Risks to Early School Leaving in Europe, pp. 723-739
Supporting Primary School Children with Juvenile Idiopathic Arthritis
This paper provides new knowledge regarding how teaching staff adopt proactive and creative strategies to support children with JIA, often in the absence of appropriate training, identifying support needs and resources for teaching staff
Push on through’
Child mental health is a growing concern for policymakers across the global north. Schools have become a key site for mental health interventions, with new programmes aimed at promoting ‘resilience’, through which children may maintain or regain mental health during adversity. As one of the first studies to explore the early impact of intensive mental health promotion in schools from children’s perspectives, we adopt a governmentality approach to…
Education policy and mental weakness
Educationalists have been concerned with the labelling and treatment of children with mental health difficulties in the education system in England for some time. These concerns have centred on the role of policy in ‘othering’ such students as deviant learners. The unprecedented number of children suffering from mental illnesses, has forced policymakers to address children’s mental health difficulties. This has involved the identification of a su…
I just can’t bear these procedures, I just want to be out there working with children’
This paper uses an autoethnography to recount my experiences with SportHelp, a UK youth sports charity. Using a layered account format, which jumps through time and space, I demonstrate the extent to which neoliberal values have influenced the continuity and change of SportHelp. This paper does not constitute an attack on the charity, its staff, nor the charity sector. The focus is on how the wider neoliberal context shapes how SportHelp operates…
Favourite places in school’ for lower-set ‘ability’ pupils
This paper contributes to the recent turn within Children’s Geographies concerned with understanding and illuminating educational inequalities. The focus is upon pupils assigned to lower ‘ability’ groupings, in a school under pressure to raise attainment. The objective of the paper is twofold, firstly to consider how school grouping practices affect children’s sense of belonging in lessons, and secondly, to contextualise these findings against ch…
Exploring how social capital works for children who have experienced school turbulence
This paper is concerned with the role of friendship in the construction of social capital within schools for students in poverty. It undertakes an analysis of friendship through the lens of students who have experienced turbulence. 'Turbulence' refers to a type of pupil mobility between schools (not to be confused with social mobility) understood as when a child enters or leaves school at a non-standard time. An examination of the ways in which '…
Special Educational Needs
The paper examines variations in the extent of special education needs (SEN) in different socio-economic contexts, drawing on data from 46 English primary schools. It examines the implications of variations in SEN for individual pupils and for school organisation and processes. It reviews funding allocations for SEN and what they mean for the provision of support in different settings
Education policy and mental weakness
Educationalists have been concerned with the labelling and treatment of children with mental health difficulties in the education system in England for some time. These concerns have centred on the role of policy in ‘othering’ such students as deviant learners. The unprecedented number of children suffering from mental illnesses, has forced policymakers to address children’s mental health difficulties. This has involved the identification of a su…
Theorising social and emotional wellbeing in schools
Young people are increasingly lamented as unable to cope with ‘everyday realities of life’ with educational institutions and parenting styles accelerating what some refer to as the ‘snowflake generation’. This paper addresses confusion that exists in the framing of social and emotional wellbeing, delineating three competing perspectives: (1) ‘skills and competencies’, (2) ‘morals and ethics’ and (3) ‘capital and identity’. Embedded within each pe…
I just can’t bear these procedures, I just want to be out there working with children’
This paper uses an autoethnography to recount my experiences with SportHelp, a UK youth sports charity. Using a layered account format, which jumps through time and space, I demonstrate the extent to which neoliberal values have influenced the continuity and change of SportHelp. This paper does not constitute an attack on the charity, its staff, nor the charity sector. The focus is on how the wider neoliberal context shapes how SportHelp operates…
Push on through’
Child mental health is a growing concern for policymakers across the global north. Schools have become a key site for mental health interventions, with new programmes aimed at promoting ‘resilience’, through which children may maintain or regain mental health during adversity. As one of the first studies to explore the early impact of intensive mental health promotion in schools from children’s perspectives, we adopt a governmentality approach to…
Favourite places in school’ for lower-set ‘ability’ pupils
This paper contributes to the recent turn within Children’s Geographies concerned with understanding and illuminating educational inequalities. The focus is upon pupils assigned to lower ‘ability’ groupings, in a school under pressure to raise attainment. The objective of the paper is twofold, firstly to consider how school grouping practices affect children’s sense of belonging in lessons, and secondly, to contextualise these findings against ch…
A multi-stakeholder analysis of the risks to early school leaving
This paper considers the risks to Early School Leaving (ESL) as perceived by young people who are Early Leavers or at-risk of Early Leaving, and their educators in one region in South England. It draws on 38 interviews and focuses groups with 39 young people and 53 adults working in various roles across 11 educational settings including mainstream and specialist schooling, alternative learning provision and vocational education and training, as w…
Special Educational Needs
The paper examines variations in the extent of special education needs (SEN) in different socio-economic contexts, drawing on data from 46 English primary schools. It examines the implications of variations in SEN for individual pupils and for school organisation and processes. It reviews funding allocations for SEN and what they mean for the provision of support in different settings
Connected Belonging
With levels of mental health difficulties among young people rising and policymakers focusing on the state's role in promoting young people's wellbeing, educational institutions have become positioned on the front line as key sites to identify and implement wellbeing interventions. This paper draws on a series of policy analyses and qualitative studies with young people and educators, leading to recognition for the importance of a relational appr…
Policy traction' on social and emotional wellbeing
This paper provides a ‘home international’ comparative analysis of education policy on social and emotional wellbeing, drawing on the case of the UK and its four distinct education systems of England, Wales, Scotland and Northern Ireland. Wales, Scotland and Northern Ireland have developed more holistic policy in this area, which stands in stark contrast to the disparate policies of England. These divergences in policy are likely to account for d…
Exploring how social capital works for children who have experienced school turbulence
This paper is concerned with the role of friendship in the construction of social capital within schools for students in poverty. It undertakes an analysis of friendship through the lens of students who have experienced turbulence. 'Turbulence' refers to a type of pupil mobility between schools (not to be confused with social mobility) understood as when a child enters or leaves school at a non-standard time. An examination of the ways in which '…
Special Educational Needs
The paper examines variations in the extent of special education needs (SEN) in different socio-economic contexts, drawing on data from 46 English primary schools. It examines the implications of variations in SEN for individual pupils and for school organisation and processes. It reviews funding allocations for SEN and what they mean for the provision of support in different settings
Exploring how social capital works for children who have experienced school turbulence
This paper is concerned with the role of friendship in the construction of social capital within schools for students in poverty. It undertakes an analysis of friendship through the lens of students who have experienced turbulence. 'Turbulence' refers to a type of pupil mobility between schools (not to be confused with social mobility) understood as when a child enters or leaves school at a non-standard time. An examination of the ways in which '…
Favourite places in school’ for lower-set ‘ability’ pupils
This paper contributes to the recent turn within Children’s Geographies concerned with understanding and illuminating educational inequalities. The focus is upon pupils assigned to lower ‘ability’ groupings, in a school under pressure to raise attainment. The objective of the paper is twofold, firstly to consider how school grouping practices affect children’s sense of belonging in lessons, and secondly, to contextualise these findings against ch…
I just can’t bear these procedures, I just want to be out there working with children’
This paper uses an autoethnography to recount my experiences with SportHelp, a UK youth sports charity. Using a layered account format, which jumps through time and space, I demonstrate the extent to which neoliberal values have influenced the continuity and change of SportHelp. This paper does not constitute an attack on the charity, its staff, nor the charity sector. The focus is on how the wider neoliberal context shapes how SportHelp operates…
Education policy and mental weakness
Educationalists have been concerned with the labelling and treatment of children with mental health difficulties in the education system in England for some time. These concerns have centred on the role of policy in ‘othering’ such students as deviant learners. The unprecedented number of children suffering from mental illnesses, has forced policymakers to address children’s mental health difficulties. This has involved the identification of a su…
Push on through’
Child mental health is a growing concern for policymakers across the global north. Schools have become a key site for mental health interventions, with new programmes aimed at promoting ‘resilience’, through which children may maintain or regain mental health during adversity. As one of the first studies to explore the early impact of intensive mental health promotion in schools from children’s perspectives, we adopt a governmentality approach to…
Comparing early leaving across Spain and England
This paper applies a conceptual framework of five key categories (personal challenges, social relationships, family circumstances, institutional features of school/work, and structural factors) to consider the comparative contexts of risks to Early Leaving (EL) in key regions within Spain with a high national level of EL and England, a nation with low relative EL. The two-country comparison draws from 77 interviews and focus groups with 309 educa…
Introduction to the special issue
(2021). Introduction to the special issue: a conceptual framework for researching the risks to early leaving. Journal of Education and Work: Vol. 34, Understanding and Intervening on the Risks to Early School Leaving in Europe, pp. 723-739
Supporting Primary School Children with Juvenile Idiopathic Arthritis
This paper provides new knowledge regarding how teaching staff adopt proactive and creative strategies to support children with JIA, often in the absence of appropriate training, identifying support needs and resources for teaching staff
Five mechanisms for tackling the risks to Neethood
Tackling NEEThood remains a major UK policy focus, with numbers of young people not in education, employment or training (NEET) stubbornly high and the COVID-19 Pandemic exacerbating school disengagement and widening inequalities. Drawing on rich qualitative data from a three-year study evaluating educational interventions tackling NEEThood, this paper explores such interventions were successful from the perspectives of the young people and their…
A multi-stakeholder analysis of the risks to early school leaving
This paper considers the risks to Early School Leaving (ESL) as perceived by young people who are Early Leavers or at-risk of Early Leaving, and their educators in one region in South England. It draws on 38 interviews and focuses groups with 39 young people and 53 adults working in various roles across 11 educational settings including mainstream and specialist schooling, alternative learning provision and vocational education and training, as w…
Policy traction' on social and emotional wellbeing
This paper provides a ‘home international’ comparative analysis of education policy on social and emotional wellbeing, drawing on the case of the UK and its four distinct education systems of England, Wales, Scotland and Northern Ireland. Wales, Scotland and Northern Ireland have developed more holistic policy in this area, which stands in stark contrast to the disparate policies of England. These divergences in policy are likely to account for d…
Theorising social and emotional wellbeing in schools
Young people are increasingly lamented as unable to cope with ‘everyday realities of life’ with educational institutions and parenting styles accelerating what some refer to as the ‘snowflake generation’. This paper addresses confusion that exists in the framing of social and emotional wellbeing, delineating three competing perspectives: (1) ‘skills and competencies’, (2) ‘morals and ethics’ and (3) ‘capital and identity’. Embedded within each pe…
Connected Belonging
With levels of mental health difficulties among young people rising and policymakers focusing on the state's role in promoting young people's wellbeing, educational institutions have become positioned on the front line as key sites to identify and implement wellbeing interventions. This paper draws on a series of policy analyses and qualitative studies with young people and educators, leading to recognition for the importance of a relational appr…
Sociology (13 works) · Psychology (11 works) · Political science (9 works) · Early Childhood Education and Development (8 works) · Social Psychology (6 works) · Social science (6 works) · Pedagogy (5 works) · Public relations (5 works) · Youth Education and Societal Dynamics (5 works) · Economics (4 works)