Supporting emotional well-being in schools in the context of austerity

An ecologically informed humanistic perspective

Bibliographic Data

ID5266282
AuthorsTerry Hanley (0000-0001-5861-9170, Manchester Institute of Education University of Manchester UK, corresponding author), Laura Anne Winter (0000-0001-9324-460X, Manchester Institute of Education University of Manchester UK), Kimberley Burrell (Anna Freud National Centre for Children and Families London UK), Kim Burrell (0009-0006-7573-8722, Anna Freud Centre)
Year2020
Volume90
Issue1
Pages1-18
Publication date2020-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12275
PMID30912121
OpenAlexW2922748364
LanguageEN
Citations received16
References cited39

BackgroundSchools are commonly asked to take on roles that support the emotional well-being of students. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students' needs.AimsTo explore whether professionals in schools believe that their work supporting pupils' emotional well-being has changed as a consequence of the current period of austerity.SampleThis project reports the views of staff from three secondary schools in the North West of England. A purposive sample of 29 individuals, including members of the senior leadership team and newly qualified teachers, were involved.MethodsAll participants were interviewed about their perceptions of the impact of a sustained period of austerity upon their work. The transcripts of these interviews were analysed using thematic analysis.FindingsEducational professionals associated wider socio-political factors with a perceived increase in the need for emotional support of pupils. They reported taking on new roles and responsibilities to accommodate this and noted they are doing so with fewer resources and limited governmental support.ConclusionsThis paper concludes that considering humanistic education theory alongside ecological theory helps to conceptualize how socio-political factors can impact upon the emotional well-being in schools. An ecologically informed humanistic framework is depicted based upon the findings of this project as a means of understanding how these two theories complement one another and interact

Austerity · Context (archaeology) · Humanism · Pedagogy · Perspective (graphical) · Political science · Politics · Qualitative research · Sample (material) · Social science · Sociology · Thematic analysis · Early Childhood Education and Development · Peace and Human Rights Education · Psychology · Social Psychology · Youth Education and Societal Dynamics

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