Understanding youth and student engagement in education decision-making Global Education Monitoring Report

After all, children are multi-dimensional “whole” beings whose development is complex and rich. Such a narrow focus gives short shrift to the ways that children need to grow and learn in their relationships, identity, emotional understanding, and overall well-being. While those subjects are fundamental, learning involves far more than merely acquiring inert knowledge in algebra or chemistry. Defining vulnerability as a product of specific social and historical relations, the authors interrogate narrow binary categories that assign risk to specific groups and demonstrate the potential of ‘vulnerability’ for cultivating agency. The authors further highlight the importance of youth agency in the face of policy and programmatic interventions by showing how young people can refuse to adapt into neoliberal governmentality and imagine different futures for themselves. Highlighting the limits of empathy as a basis for re-engagement initiatives, Dadvand further argues that a focus on building affective solidarity can provide a politicised impetus for change by interrogating narrow frameworks of recognition and help build solidarity with ‘the other’ to whom our relationships remain incomplete.

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As peer rumination can lead to further issues in schools rather than problem-solving discussions, the nature in how peers support LGBTQ peers in schools can shed light why there may be such an association. Different aspects of a GSA (i.e., presence, membership, engagement) have shown different social support outcomes for LGBTQ youth. The sociopolitical context act as barriers limiting the schools’ abilities to have GSAs and school staff to show support for their LGBTQ youth. From the perspective of school staff, they perceived the need for external support to coordinate support for teachers for curricular efforts, activities, and actions to reduce harassment towards LGBTQ youth and foster a greater sense of safety. In addition, the lack of association for racialized LGBTQ youth suggests how peer support may be overshadowed by other (non)-LGBTQ concerns (e.g., victimization based on ethnicity, lack of family acceptance due to cultural norms and stigma towards LGBTQ identities).

Taking time to understand a young person and their strengths and needs, is key to building positive outcomes for all learners. Learning mentors can lead and promote the establishment of these relationships in a school setting. They are particularly critical for young people in youth justice, many of whom have experienced trauma and fractured relationships with educators and their own parents or carers. Relationships with educators who demonstrate empathy, warmth, encouragement and genuine care are central to building a young person’s positive self-image and to building trust. Parkville College is a government school that delivers as appropriate the Victorian Curriculum F-10 and the Victorian Certificate of Education (VCE), including the

Understanding Peer Support Groups

Due to the complex nature of the topic areas of inclusive education for students with ESN and multi-tiered systems of support, we chose to use scoping review methods to develop and answer our research questions. In addition to the physical separation from inclusive experiences, students in separate settings are often taught almost exclusively by special education teachers, many of whom do not participate in professional development training related to SWPBIS (Carr 2008; Freeman et al.2006; Walker et al.2018b). By meaningfully including students with ESN in all aspects of SWPBIS design and implementation, schools can help foster an inclusive culture in which students with ESN are treated with dignity and respect by all staff and peers. Increasingly, we see schools implement mindfulness, restorative justice, trauma-sensitive or responsive practices, training on youth mental health, and growth mindset.

• These structures depersonalize learning at a time when students need and would benefit from long-term relationships with teachers and peers.
• Teachers must be especially mindful of issues such as privacy and data protection, particularly when projects involve online presence or public platforms.
• Examples include provider competence and perceptions/motivation surrounding the implemented program as well as strong leadership and available school-based teams in the new settings.
• Therefore, we suggest you get to know the youth described below and use them as consistent case examples.
• Therefore, supportive school staff are key stakeholders to foster a safer classroom environment and to create opportunities to foster awareness of LGBTQ issues in their school environment (i.e., creating a community art gallery, ).

Informed consent to participate in this study was obtained first from school authorities and teachers, then from parents, and finally from students. From a large provincial city, 323 students were enrolled in a priority education middle school. Third, we test whether the sense of school belonging is a mediator of the effects of perceived social support on school engagement. Second, we explore the specific contribution of the main sources of perceived social support to school engagement. However, given that low-SES students have a more interdependent self-construal than higher-SES students (Stephens et al., 2014), we expect that (H1) students from disadvantaged social backgrounds will perceive more social support than those from more privileged social backgrounds. However, previous studies have demonstrated the contribution that social support networks have in the lives of disadvantaged youth (Hayes et al., 2014).

We offer a three-way working partnership between schools, young people and our service, that focuses on the young person. Space Education Support Service is a team of professional youth workers and teachers. Our successful youth work support and intervention service To become a learning mentor, it is recommended that school staff complete induction training.

Fit indices for the unconstrained model and model comparisons are presented in Table 5, and regression coefficients for each school type are available in Table 6. Values below 0.06 for the RMSEA and values above 0.95 for the CFI and TLI can be considered as a demonstration of a good fit between the predictive model and the data (Hu and Bentler, 1999). To find a reliable structure for our data, we successively removed cross-loading items and items that did not significantly load on a factor (Table 1). As we adapted this scale to the French school context, we first conducted an exploratory factor analysis on IBM SPSS AMOS (Arbuckle, 2019) using oblimin direct rotation. Participants were asked to rate the support provided by each source on six different items using a scale ranging from 1 https://www.thenationalcouncil.org/event/southeast-ccbhc-learning-community/ (Strongly disagree) to 7 (Strongly agree).