Connecting Strengths of School, Family and Community and Connecting Strengths of School, Family and Community and Implementation of Recommendations of the Evaluation of Implementation of Recommendations of the Evaluation of

the Report of the Initiativethe Report of the Initiative

Dr Paul DownesDr Paul DownesDirector, Educational Disadvantage CentreDirector, Educational Disadvantage Centre

Senior Lecturer (Psychology)Senior Lecturer (Psychology)St. Patrick’s CollegeSt. Patrick’s College

DrumcondraDrumcondraMonday 26Monday 26thth March 2012 March 2012

BKA (2012) Evaluation of Ballymun School BKA (2012) Evaluation of Ballymun School Attendance Community Action InitiativeAttendance Community Action Initiative

Over the course of the two years of the Over the course of the two years of the initiative, there were 1.3% less children (34 initiative, there were 1.3% less children (34 less children) falling into this category. In less children) falling into this category. In other words, the initiative was successful in other words, the initiative was successful in almost halving the number of children in this almost halving the number of children in this chronic non-attendance group, with 44.7% chronic non-attendance group, with 44.7% less in this group in year 2 compared with the less in this group in year 2 compared with the baseline group (BKA 2012)baseline group (BKA 2012)..

The major success was in the school with The major success was in the school with the lowest baseline figure, which the lowest baseline figure, which achieved a two year change of 4.8%, achieved a two year change of 4.8%, which amounts to in excess of two and a which amounts to in excess of two and a half more days attendance per year on half more days attendance per year on average per child (BKA 2012).average per child (BKA 2012).

Previously it was almost one in three Previously it was almost one in three children in Ballymun with poor school children in Ballymun with poor school attendance, now it is closer to one in attendance, now it is closer to one in four, and the initiative is likely to four, and the initiative is likely to continue to decrease this in the years to continue to decrease this in the years to come, with the supports in place, as the come, with the supports in place, as the decreases have not yet levelled off (BKA decreases have not yet levelled off (BKA 2012). 2012).

Poor attendance rates in Ballymun after Poor attendance rates in Ballymun after two years of the initiative are almost two years of the initiative are almost comparable with the rate for other comparable with the rate for other disadvantaged schools (24.7% compared disadvantaged schools (24.7% compared with 24.3%), having previously been far with 24.3%), having previously been far in excess of other disadvantaged schools in excess of other disadvantaged schools (30.5% compared with 24.3%) (BKA (30.5% compared with 24.3%) (BKA 2012).2012).

In terms of reductions in the number of In terms of reductions in the number of children falling into a pattern of chronic children falling into a pattern of chronic school non-attendance, the initiative was school non-attendance, the initiative was successful in almost halving the number successful in almost halving the number of children in this chronic non-of children in this chronic non-attendance group (BKA 2012).attendance group (BKA 2012).

It is noted however that improvement in It is noted however that improvement in attendance from year 1 to year 2 in the attendance from year 1 to year 2 in the case of children from Traveller case of children from Traveller backgrounds was very high (3.9 backgrounds was very high (3.9 percentage points) (BKA 2012). percentage points) (BKA 2012).

There was considerable progress There was considerable progress between years 1 and 2 of the initiative between years 1 and 2 of the initiative relating to boys from Traveller relating to boys from Traveller backgrounds with the poor attendance backgrounds with the poor attendance rate reducing from 58.3% to 34.9%, rate reducing from 58.3% to 34.9%, which was lower than the rate for boys which was lower than the rate for boys from overseas backgrounds for that year from overseas backgrounds for that year (BKA 2012).(BKA 2012).

It was evident from on-site visits to the It was evident from on-site visits to the schools that the initiative is very much schools that the initiative is very much alive. Charts mapping attendance, alive. Charts mapping attendance, posters, photographs of class of the posters, photographs of class of the month were visible in all of the schools month were visible in all of the schools visited (BKA 2012). visited (BKA 2012).

The two way supporting relationship between The two way supporting relationship between school attendance and other positive school attendance and other positive behavioural change initiatives at primary level behavioural change initiatives at primary level such as Incredible Years was expressed. For such as Incredible Years was expressed. For example, 70% of teachers surveyed assessed example, 70% of teachers surveyed assessed other classroom programmes such as other classroom programmes such as behaviour management initiatives as having a behaviour management initiatives as having a high impact on school attendance (BKA 2012)high impact on school attendance (BKA 2012)

Many teachers acknowledged that the Many teachers acknowledged that the big impact has been the sense of loyalty big impact has been the sense of loyalty that children now feel towards their class that children now feel towards their class attendance record. This was expressed attendance record. This was expressed by teachers, principals and other support by teachers, principals and other support services to schools on several occasions services to schools on several occasions (BKA 2012).(BKA 2012).

One of the challenges mentioned was the One of the challenges mentioned was the reintegration of children who have missed reintegration of children who have missed significant amounts of school. They can significant amounts of school. They can sometimes find that the other children in the sometimes find that the other children in the class have established friendship groups and class have established friendship groups and they can feel excluded. This can then they can feel excluded. This can then negatively impact their experience of school negatively impact their experience of school and their willingness to return. The role of and their willingness to return. The role of teachers in identifying and supporting these teachers in identifying and supporting these children is seen as critical (BKA 2012).children is seen as critical (BKA 2012).

The negative impact of bullying on school The negative impact of bullying on school attendance at both primary and post primary attendance at both primary and post primary level was expressed as a potential challenge to level was expressed as a potential challenge to attendance. attendance.

Also at post primary level, complex issues for Also at post primary level, complex issues for some chronic non-attenders from very some chronic non-attenders from very marginalised backgrounds were mentioned, marginalised backgrounds were mentioned, including cycles of low self esteem, alcohol including cycles of low self esteem, alcohol and drug misuse and mental health difficulties and drug misuse and mental health difficulties (BKA 2012). (BKA 2012).

This sense of belonging was important This sense of belonging was important and the children highlighted difficulties in and the children highlighted difficulties in ‘fitting in’ if school absence is regular (BKA ‘fitting in’ if school absence is regular (BKA 2012).2012).

Some of the catchy communication Some of the catchy communication messages displayed on the initiative’s messages displayed on the initiative’s posters had very high positive impact with posters had very high positive impact with children, particularly ‘Hip, hip, hooray...’ children, particularly ‘Hip, hip, hooray...’ (BKA 2012).(BKA 2012).

Late bed times appears to be one of the major challenges Late bed times appears to be one of the major challenges with fostering consistent school attendance at primary with fostering consistent school attendance at primary level (and possibly also at post primary level). There were level (and possibly also at post primary level). There were significant numbers of children interviewed aged eight significant numbers of children interviewed aged eight years of age and older who stated in focus groups that they years of age and older who stated in focus groups that they regularly stayed up until after midnight on school nights, regularly stayed up until after midnight on school nights, watching TV, playing games. Many share bedrooms with watching TV, playing games. Many share bedrooms with older siblings. This late bedtime was validated separately older siblings. This late bedtime was validated separately with classroom teachers. It allows an approximate average with classroom teachers. It allows an approximate average of seven hours sleep, which is low. It is well known from of seven hours sleep, which is low. It is well known from numerous international research studies and also from numerous international research studies and also from teachers’ direct classroom experience, that children who teachers’ direct classroom experience, that children who consistently get less than the required amount of sleep consistently get less than the required amount of sleep experience concentration (BKA 2012). experience concentration (BKA 2012).

A further block to consistent school A further block to consistent school attendance at the post primary level is attendance at the post primary level is the experience of bullying in school. Fear the experience of bullying in school. Fear of or avoidance of bullying was of or avoidance of bullying was mentioned in the interviews with young mentioned in the interviews with young people as a reason why they miss school people as a reason why they miss school (BKA 2012).(BKA 2012).

Parents’ assessments of the poster campaign Parents’ assessments of the poster campaign were mixed, with not all parents comfortable were mixed, with not all parents comfortable with what they regarded as an association of with what they regarded as an association of Ballymun and poverty conveyed in the image Ballymun and poverty conveyed in the image on the ‘Ask Why!’ poster, and not all in favour on the ‘Ask Why!’ poster, and not all in favour of acting on the message of the ‘Ask WHY!’ of acting on the message of the ‘Ask WHY!’ poster. Discussion highlighted that only a poster. Discussion highlighted that only a small minority would take any proactive steps small minority would take any proactive steps if they saw a young person out of school on a if they saw a young person out of school on a school day. However they also acknowledged school day. However they also acknowledged that the posters can be positive in triggering that the posters can be positive in triggering discussion and debate about the issues of discussion and debate about the issues of attendance which they wouldn’t have attendance which they wouldn’t have engaged in previously (BKA 2012).engaged in previously (BKA 2012).

Other parents spoke of the negative ‘rut’ Other parents spoke of the negative ‘rut’ that can arise when a child becomes that can arise when a child becomes unhappy at school, either resulting from unhappy at school, either resulting from bullying, from difficulties in the bullying, from difficulties in the child/teacher relationship or their ability to child/teacher relationship or their ability to keep up with class work. The negative keep up with class work. The negative impact of undiagnosed learning difficulties impact of undiagnosed learning difficulties or mental health issues were also or mental health issues were also highlighted through interviews (BKA 2012).highlighted through interviews (BKA 2012).

Principals of schools involved in the initiative Principals of schools involved in the initiative spoke about how children now have a spoke about how children now have a different attitude towards school attendance different attitude towards school attendance and how “they are putting pressure on their and how “they are putting pressure on their parents to bring them to school every day parents to bring them to school every day and on time so that their class can win”. The and on time so that their class can win”. The children interviewed were very aware of the children interviewed were very aware of the initiative and were fully engaged in the initiative and were fully engaged in the processes to support attendance (BKA 2012).processes to support attendance (BKA 2012).

Parents of children who have certificates Parents of children who have certificates for attendance noted their pride. This for attendance noted their pride. This was very evident amongst Traveller was very evident amongst Traveller parents who displayed the certificates in parents who displayed the certificates in their home (BKA 2012).their home (BKA 2012).

Ballymun Whitehall Area Partnership should Ballymun Whitehall Area Partnership should work with stakeholders to consider the work with stakeholders to consider the impact of cuts in public expenditure on impact of cuts in public expenditure on progress relating to improving educational progress relating to improving educational outcomesoutcomes, and in particular to explore , and in particular to explore mechanisms to reinstate a Visiting Teacher for mechanisms to reinstate a Visiting Teacher for Traveller role within Ballymun on the basis of Traveller role within Ballymun on the basis of the high proportion of Travellers in the area, the high proportion of Travellers in the area, successes in school retention to date and the successes in school retention to date and the extreme level of disadvantage in Ballymun extreme level of disadvantage in Ballymun (BKA 2012).(BKA 2012).

Bullying Bullying - the schools and the - the schools and the community need to consider the level of community need to consider the level of peer bullying in schools and resulting peer bullying in schools and resulting impact on school attendance (BKA 2012).impact on school attendance (BKA 2012).

A further concern was that A further concern was that “the law only “the law only covers you from the age of 6 and the covers you from the age of 6 and the pattern of non-attendance is established pattern of non-attendance is established from Junior Infants. The Education from Junior Infants. The Education Welfare Officer cannot intervene Welfare Officer cannot intervene realistically until First Class” realistically until First Class” (Downes & (Downes & Maunsell 2007).Maunsell 2007).

Council of the European UnionCouncil of the European Union

COUNCIL RECOMMENDATION on policies COUNCIL RECOMMENDATION on policies to reduce early school leaving. Brussels, to reduce early school leaving. Brussels,

7 June 20117 June 2011

Enhancing the involvement of parents, Enhancing the involvement of parents, reinforcing their cooperation with the reinforcing their cooperation with the school and creating partnerships school and creating partnerships between schools and parents can between schools and parents can increase learning motivation among increase learning motivation among pupils (EU 2011)pupils (EU 2011)

INTERVENTION POLICIES (EU 2011)INTERVENTION POLICIES (EU 2011)

Developing schools into learning communities based Developing schools into learning communities based on a common vision for school development shared on a common vision for school development shared by all stakeholders, using the experience and by all stakeholders, using the experience and knowledge of all, and providing an open-minded, knowledge of all, and providing an open-minded, inspiring and comfortable environment to encourage inspiring and comfortable environment to encourage young people to continue in education and training.young people to continue in education and training.

Developing early-warning systems for pupils at risk, Developing early-warning systems for pupils at risk, which can help to take effective measures before which can help to take effective measures before problems become manifest, pupils start to alienate problems become manifest, pupils start to alienate from school, play truant or drop out (EU 2011).from school, play truant or drop out (EU 2011).

Networking with parents and other actors Networking with parents and other actors outside schooloutside school, , such as local community such as local community services, organisations representing migrants services, organisations representing migrants or minorities, sports and culture associations, or minorities, sports and culture associations, or employers and civil society organisations, or employers and civil society organisations, which allows for holistic solutions to help which allows for holistic solutions to help pupils at risk and eases the access to external pupils at risk and eases the access to external support such as psychologists, social and support such as psychologists, social and youth workers, cultural and community youth workers, cultural and community services. This can be facilitated by mediators services. This can be facilitated by mediators from the local community who are able to from the local community who are able to support communication and to reduce distrust support communication and to reduce distrust (EU 2011).(EU 2011).

"transformation is only relevant if it is carried"transformation is only relevant if it is carriedout with the people not for them" (Freire out with the people not for them" (Freire 1970 p.43) Parents were to be at the heart of 1970 p.43) Parents were to be at the heart of a new emancipatory way forwarda new emancipatory way forward(Mulkerrins 2007). (Mulkerrins 2007).

The rhetoric of HSCL suggests that one aim wasThe rhetoric of HSCL suggests that one aim wasto empower 'disadvantaged‘ parents by to empower 'disadvantaged‘ parents by nurturing their capacity to engage as partners in nurturing their capacity to engage as partners in the education of their children. Therefore, in the education of their children. Therefore, in effect the central focus of HSCL is to ensureeffect the central focus of HSCL is to ensureparents have a voice in the exercise of power in parents have a voice in the exercise of power in the school (Mulkerrins 2007).the school (Mulkerrins 2007).

Deficit view of ParentsDeficit view of Parents

Principals and teachers believed that parents do Principals and teachers believed that parents do not appreciate the value of education for their not appreciate the value of education for their children. One principal spoke of parents shedding children. One principal spoke of parents shedding responsibility for their children's education on to responsibility for their children's education on to schools. Teachers said that many parents may be schools. Teachers said that many parents may be reluctant to commit themselves to involvement in reluctant to commit themselves to involvement in school activities during school time, as they want a school activities during school time, as they want a break from their children or may have other break from their children or may have other commitments (Mulkerrins 2007). commitments (Mulkerrins 2007).

Teachers and principals understood HSCL Teachers and principals understood HSCL work as being mainly focused onwork as being mainly focused onchanging parents, not empowering them changing parents, not empowering them (Mulkerrins). (Mulkerrins).

An analysis based on the themes that An analysis based on the themes that emerged in this section of the study would emerged in this section of the study would suggest that the lack of recognition of suggest that the lack of recognition of working-class parents within the school working-class parents within the school system, the issue of power relations in system, the issue of power relations in schools, idiosyncratic understandings both of schools, idiosyncratic understandings both of the HSCL scheme and the role of the HSCL co-the HSCL scheme and the role of the HSCL co-ordinator all constrain possibilities for ordinator all constrain possibilities for transformative change (Mulkerrins).transformative change (Mulkerrins).

Alternatives to suspensionAlternatives to suspensionDownes (2011): Lithuania:Downes (2011): Lithuania:““According to management and the teacher interviewed According to management and the teacher interviewed approximately 10 percent of students are expelled from school in approximately 10 percent of students are expelled from school in each year. The reasons are usually behaviour problems, bullying, each year. The reasons are usually behaviour problems, bullying, harassment, aggressiveness i.e. non-academic reasons prevail. harassment, aggressiveness i.e. non-academic reasons prevail. The teacher mentioned that there were no expelled students forThe teacher mentioned that there were no expelled students fornot attending classes. The statistics, according to the not attending classes. The statistics, according to the management can be collected, but this will not solve the management can be collected, but this will not solve the problem” problem” (Taljunaite et al 2010)(Taljunaite et al 2010)

The Irish post-primary figure of 5% for suspension, applied to the The Irish post-primary figure of 5% for suspension, applied to the total population of 332,407 students equates to well over 16,000 total population of 332,407 students equates to well over 16,000 students suspended from post-primary schools in 2005/6students suspended from post-primary schools in 2005/6(ERC/NEWB 2010).(ERC/NEWB 2010).

Downes (2011): Russia:Downes (2011): Russia:A multidisciplinary team plays a key role in devising alternative A multidisciplinary team plays a key role in devising alternative strategies to suspension in this example from a Russian school:strategies to suspension in this example from a Russian school:““The school doesn’t practice expulsion or suspension of students.The school doesn’t practice expulsion or suspension of students.Instead, the psychological support service team regularlyInstead, the psychological support service team regularlyconducts preventive meetings and conversations with students conducts preventive meetings and conversations with students who have discipline or study problems. Each school has a who have discipline or study problems. Each school has a Preventive Council aimed at dealing with ‘problem’ Preventive Council aimed at dealing with ‘problem’ students…The psychologist and social teacher conduct students…The psychologist and social teacher conduct conversations and meetings with adult students in case their conversations and meetings with adult students in case their discipline or studying practices are improper. Use of preventive discipline or studying practices are improper. Use of preventive measures as an alternative to expulsion shows that the school measures as an alternative to expulsion shows that the school staff aims to keep as many students at risk of early leaving at staff aims to keep as many students at risk of early leaving at school as possible, which proves how much they are indeed school as possible, which proves how much they are indeed interested in students and care for them” interested in students and care for them” (Kozlovskiy, Khokhlova (Kozlovskiy, Khokhlova & Veits, 2010).& Veits, 2010).

Downes & Maunsell (2007):Downes & Maunsell (2007):-“Suspension is stupid, just gives them a break”-“Suspension is stupid, just gives them a break”-“If you swing on a chair that’s enough for a suspension”-“If you swing on a chair that’s enough for a suspension”-“About 8 out of 17 suspended, she suspended 7 people in one day”-“About 8 out of 17 suspended, she suspended 7 people in one day”- Worst thing about school “getting suspended”- Worst thing about school “getting suspended”-“He says if you do that boy you’ll be out of the school in a second and you’ll -“He says if you do that boy you’ll be out of the school in a second and you’ll

never come back”never come back”-“He threatens you, I’ll suspend you, I’ll expel you and you’ll never come back”-“He threatens you, I’ll suspend you, I’ll expel you and you’ll never come back”

One service provider suggests that: One service provider suggests that: “suspension used a lot, need to put “suspension used a lot, need to put something in place if suspended, not much endeavour to keep them in something in place if suspended, not much endeavour to keep them in school”.school”.

-“Need suspension only for serious things”-“Need suspension only for serious things”- “getting sent home for 3 days isn’t punishment”- “getting sent home for 3 days isn’t punishment”““sit outside the door for hours”sit outside the door for hours”Priority needs of some of the schools emphasised:Priority needs of some of the schools emphasised: -“Individual discipline programme for disruptive boys”-“Individual discipline programme for disruptive boys” -“Teacher to work with children with challenging behaviour in small groups -“Teacher to work with children with challenging behaviour in small groups

above quota”above quota”• • -“Permanent in-school counselling service”-“Permanent in-school counselling service”

Early school leaving is a mental health issue!Early school leaving is a mental health issue!Kaplan et al’s (1994) North American study of 4,141 Kaplan et al’s (1994) North American study of 4,141 young people tested in 7young people tested in 7thth grade and once again as grade and once again as young adults which found a significant damaging effect young adults which found a significant damaging effect of dropping out of high school on mental health of dropping out of high school on mental health functioning as measured by a 10- item self-derogation functioning as measured by a 10- item self-derogation scale, a 9-item anxiety scale, a 6-item depression scale scale, a 9-item anxiety scale, a 6-item depression scale and a 6-item scale designed to measure coping.and a 6-item scale designed to measure coping.This effect was also evident when controls were applied This effect was also evident when controls were applied for psychological mental health as measured at 7th for psychological mental health as measured at 7th grade. The significant damaging effect of dropping out of grade. The significant damaging effect of dropping out of school was also evident even when controls were school was also evident even when controls were applied for gender, father’sapplied for gender, father’soccupational status, and ethnicity occupational status, and ethnicity Though early school leaving can have different effects Though early school leaving can have different effects across countries (Van Alphen 2009)across countries (Van Alphen 2009)

Outreach GapOutreach Gap

Ballymun Study 2009Ballymun Study 2009

Slide 2.1: Level of contact by Slide 2.1: Level of contact by survey respondents with survey respondents with different people in their different people in their social network (number of social network (number of parents)parents)

Total Applicable Total Applicable ResponsesResponses

Of Which …Of Which …

Most DaysMost Days At least once At least once a weeka week

About once a About once a monthmonth

Less often Less often than than thisthis

NeverNever

Your MotherYour Mother 3535 3030 33 11 00 11

Your FatherYour Father 3232 2323 44 22 00 33

Other Grandmother (not your Other Grandmother (not your mother)mother)

4040 77 1111 44 66 1212

Grandfather (not your father)Grandfather (not your father) 2525 11 55 33 77 99

Partner Partner 3838 3737 11 00 00 00

Child's Parent/Other ParentChild's Parent/Other Parent 3131 1717 22 11 44 77

Your Sister(s)Your Sister(s) 4040 2929 55 44 22 00

Your Brother(s)Your Brother(s) 4141 1313 1212 99 66 11

Child's Brother(s) or Sister(s)Child's Brother(s) or Sister(s) 3535 3030 22 22 11 00

Work ColleaguesWork Colleagues 2020 1515 33 22 00 00

NeighboursNeighbours 4646 2929 1313 00 11 33

FriendsFriends 4747 3030 1010 22 33 22

Social WorkerSocial Worker 1616 00 00 22 11 1313

HSCL CoordinatorHSCL Coordinator 2323 11 33 22 33 1414

GPGP 4545 00 22 77 3333 33

Child’s TeacherChild’s Teacher 3131 1212 22 77 1010 00

School PrincipalSchool Principal 3131 66 44 55 1313 33

Preschool StaffPreschool Staff 1515 1515 00 00 00 00

Preschool LeaderPreschool Leader 1515 1111 22 11 11 00

Paid ChildminderPaid Childminder 22 11 11 00 00 00

OtherOther 1717 44 44 66 22 11

People from whom at least People from whom at least 75% of parents receive 75% of parents receive ‘a large amount’ of ‘a large amount’ of emotional supportemotional support

People from 50-75% of People from 50-75% of parents receive a large parents receive a large amount of emotional amount of emotional supportsupport

Partner (70%)Partner (70%)

People from whom 25-50% People from whom 25-50% of parents receive a of parents receive a large amount of large amount of emotional support emotional support

Respondent’s mother (47%), Child’s other parent Respondent’s mother (47%), Child’s other parent (34%), Respondent’s sister (s) (30%), (34%), Respondent’s sister (s) (30%), Respondent’s father (26%)Respondent’s father (26%)

People with whom under People with whom under 25% of parents receive 25% of parents receive a large amount of a large amount of emotional supportemotional support

Brother(s) (9%), Friends (9%), Other grandmother Brother(s) (9%), Friends (9%), Other grandmother (6%), Child’s brothers or sisters (4%), Work (6%), Child’s brothers or sisters (4%), Work colleagues (2%), Social worker (2%), Child’s colleagues (2%), Social worker (2%), Child’s teacher (2%), Other grandfather (2%), GP teacher (2%), Other grandfather (2%), GP (0%), HSCL Coordinator (0%), Preschool staff (0%), HSCL Coordinator (0%), Preschool staff (0%), Preschool leader (0%), Paid childminder (0%), Preschool leader (0%), Paid childminder (0%), Neighbours (0%), Child’s school principal (0%), Neighbours (0%), Child’s school principal (0%)(0%)

Table 2.8: Extent to Which ‘A Large Amount’ of Table 2.8: Extent to Which ‘A Large Amount’ of Emotional Support in relation to raising their child is Emotional Support in relation to raising their child is

received by Parents from Different Peoplereceived by Parents from Different People

Public SpacesPublic Spaces

Professor Roger Hart (2006) has observed: Professor Roger Hart (2006) has observed: “it’s more “it’s more important than ever that there are spaces where children can important than ever that there are spaces where children can come together with other children in an open and free way, come together with other children in an open and free way, rather than in a programmed way”rather than in a programmed way”. He argues that too much . He argues that too much of children’s time is of children’s time is “programmed” “programmed” whether spent in crèches, whether spent in crèches, music lessons or sports classes music lessons or sports classes “they’re not playing with their “they’re not playing with their peers out on the street and therefore not building a peers out on the street and therefore not building a democratic culture”.democratic culture”. ((Roger Hart was speaking at the annual lecture of the Roger Hart was speaking at the annual lecture of the Children’s Research Centre, Trinity College Dublin 26th October 2006 Professor Children’s Research Centre, Trinity College Dublin 26th October 2006 Professor Hart is the Co-Director of the Children's Environments Research Group, Center for Hart is the Co-Director of the Children's Environments Research Group, Center for Human Environments and the Environmental Psychology Program, City University Human Environments and the Environmental Psychology Program, City University of New York.)of New York.)

As those most at risk of early school leaving As those most at risk of early school leaving may lead particularly unstructured lives, there may lead particularly unstructured lives, there is a need for services that provide not simply is a need for services that provide not simply “programmed space” and “programmed” time “programmed space” and “programmed” time (Hart 2006). This need for more “drop-in” (Hart 2006). This need for more “drop-in” spaces is even greater due to the distinct lack spaces is even greater due to the distinct lack of public space available for people in local of public space available for people in local area32. This is a public planning issue, namely, area32. This is a public planning issue, namely, to increase the range of public space available to increase the range of public space available in the area, for example, for a shopping in the area, for example, for a shopping centre, bowling alley, and cinema – in other centre, bowling alley, and cinema – in other words space that local youth can access words space that local youth can access without significant planning in advance. (See without significant planning in advance. (See also Downes and Maunsell 2007)also Downes and Maunsell 2007)

Systems changes slow!Systems changes slow!

Foster-Fishman & Behrens (2007); Tseng et al. (2002); Tseng & Seidman (2007Foster-Fishman & Behrens (2007); Tseng et al. (2002); Tseng & Seidman (2007))

One significant limitation to Bronfenbrenner’s One significant limitation to Bronfenbrenner’s (1979) framework of concentric nested systems (1979) framework of concentric nested systems of interrelation was that it tended to omit a of interrelation was that it tended to omit a dynamic focus on change over time. dynamic focus on change over time. In order to address this temporal issue of In order to address this temporal issue of bringing change to a dynamic system, Downes & bringing change to a dynamic system, Downes & Downes (2007) developed a framework in the context Downes (2007) developed a framework in the context of social exclusion in education which is described as of social exclusion in education which is described as organicorganic systems theory. systems theory.

 

Unsuccessful Transition as a Systemic Shift from Concentric Relation of Assumed Connection to Diametric Relation of Assumed Separation

(Downes 2003)(Downes 2009)

Bystander EffectBystander EffectFor Early School Leaving For Early School Leaving

preventionprevention

McLaughlin, Arnold & Boyd (2005); Manning, Levine & Collins (2007); Steuve et al. McLaughlin, Arnold & Boyd (2005); Manning, Levine & Collins (2007); Steuve et al. (2006)(2006)

DES White Paper on Education (2000)DES White Paper on Education (2000)

Consciousness Raising: to realise full potential; self-discovery; Consciousness Raising: to realise full potential; self-discovery; personal and collective developmentpersonal and collective development

Citizenship: to grow in self-confidence, social awareness and Citizenship: to grow in self-confidence, social awareness and social responsibility and to take a proactive role in shaping the social responsibility and to take a proactive role in shaping the overall direction at societal and community decision-making.overall direction at societal and community decision-making.

Cohesion: to enhance social capital and empower those Cohesion: to enhance social capital and empower those particularly disadvantaged. particularly disadvantaged.

Cultural Development: the role of adult education in enriching Cultural Development: the role of adult education in enriching the cultural fabric of society.the cultural fabric of society.

Community Development: the role of adult education in the Community Development: the role of adult education in the development of community with a collective sense of purposedevelopment of community with a collective sense of purpose

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