Teachers, educators, parents and policymakers invited to online showcase of education research
From preparing school students for the workplace to new ways to boost engagement and attendance for neurodivergent pupils
York St John University’s Institute for Social Justice is pleased to invite anyone with an interest in school education to a unique showcase of Innovations in Education Policy.
Taking place online on Monday 29 June, this specialist session will feature research findings from York St John University experts in Education, Psychology, Arts and Occupational Health. It’s the culmination of their extensive work with teachers, parents and educational institutions across Yorkshire with all the research inclusive of the perspectives and opinions of children and young people.
The work comes as record numbers of pupils disengage from school, especially around the transition from primary to secondary and in the crucial early years of secondary. This is within the context of declining student wellbeing, widening socio-economic gaps, and lack of pupil confidence in job outcomes – factors that researchers are trying to address.
They’ll present their innovative, policy-oriented findings on four key themes:
- Preparing school students for active citizenship by Professor Tom Dobson, Professor of Education.
- Eliminating barriers to and reforming toilet access in schools: a public health case by Dr Charlotte Haines Lyon, Associate Professor: Children, Young People and Education.
- Working with neurodivergent pupils to enhance transition, belonging and attendance in mainstream secondary schools by Professor Lorna Hamilton, Professor of Developmental Psychology and Inclusive Education, and Sue Mesa, Senior Lecturer in Occupational Therapy
- Enabling access to music education through cross-sector collaboration by Dr Sarah-Jane Gibson, Lecturer in Music
The diverse themes of the showcase are united in the aim of improving young people’s wellbeing and educational outcomes with targeted and research-informed support.
A teaching institution since 1841, York St John University has been passionately promoting education for social and civic benefit for almost two hundred years. The projects were all supported by York St John University’s Institute for Social Justice, a university-wide institute that develops co-productive research to produce social impact and positive change.
Professor Matthew Reason, Director of the Institute for Social Justice said:
“Access to quality education is central pillar of social justice, essential to breaking cycles of inequality and empowering communities to thrive.
“Our innovative research in this area seeks to inform policy and practice in order to help deliver more equitable learning opportunities for all.”
Dr Charlotte Haines-Lyon said:
“Our research has found that 78% pupils report avoiding school toilets and 52% restrict fluid intake to avoid needing the toilet due inadequate facilities and break times, bullying, and feeling generally unsafe. There is international evidence that such behaviour leads to long term bowel and bladder complications.
“As a matter of urgency we need to reform our school policy and practice regarding toilets. We owe it to young people to make them feel safe, supported and able to learn.”
Professor Lorna Hamilton said:
“National data show that too many neurodivergent pupils are unhappy in mainstream school, sometimes to the extent that they become classified as “severely absent”. The transition into a larger, more complex school environment in Key Stage 3 can be a particular pressure point.
“Our studies with autistic and multiply neurodivergent children suggest that there are many small, achievable adaptations to practice that can combine to make a meaningful difference to pupils’ inclusion and belonging through this transitional period.”
The Innovations in Education Policy showcase takes place online on Monday 29 June,12pm to 2pm.
Further details and event booking via this link Innovations in Education Policy | York St John University