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2EmpathyLabPioneerSchoolsEvaluation2016
ExecutiveSummary
EmpathyLabisaneworganisationusingthepowerofstoriestoinspirechildrentobuildtheirempathyskillsandsocialactivism.Wecurrentlytarget4-11yearolds,usingthepowerofstorytobuildchildren’sempathy,literacyandsocialactivism.Thisreportcoverstheimpactofexperimentalworkwith11pioneerschoolsacrossEngland,fromNovember2015toJuly2016.Togetherwehavebeentestingthisapproach:
WehavefoundfivemainareasofimpactOurworkwithschoolshasyieldedstrongerresultsthananticipated.Weareveryencouragedandbelievethatourapproachcangiveschoolsaframeworkforachievingdifferentprioritiessimultaneously,throughnormalschoolactivities.Ourevaluationfoundfivemainareasofimpact:
• Children’sempathyskillsandwellbeing• Literacy• Familyinvolvement• Socialaction• Schoolethosandstrategy
1.Children’sempathyskillsandwellbeingPublicHealthEnglandresearchshowsthatsocialandemotionalskillsaremoreimportanttochildren’sattainmentthantheirIQ.(Linksbetweenpupilhealthandwellbeingandattainment,2014)EmpathyLabschoolsreportincreasesinchildren’sunderstandingofempathy,changesinbehaviourandimpactonpupils’wellbeing.Evaluationincludedanalysisofcasestudiesand“pre”and“post”empathydata.
• 100%ofteachersreportthattheysawincreasesinsixkeyempathyskills(seepage5)intheirchildren;• “Asaresultoffeelings,characterandempathyworkshecannowrecogniseandexpressherownfeelings
andthoseofothers.Sheiscalmerintheplaygroundandhappier”.TeacherofYear3girl,StHilda’s;• ChildrenatNetleyMarshInfantsSchoolself-reporta100%increaseintheirunderstandingofwhatempathy
meansanda90%increaseinhowtoapplyit;• “UsingEmpathyLab’sapproachhashelpedusbothidentifychildren’swellbeingissuesandsupportedgrowth
intheiremotionalliteracy”.Teacher,RadnorHouse.
3EmpathyLabPioneerSchoolsEvaluation2016
2.LiteracyOneofOfsted’s“Outstanding”descriptorsforliteracyoutcomesis:“pupilsreadwidelyandoften…toahighstandardwithfluencyandcomprehension”.(InspectionHandbook,2016)Schoolsreportimprovementsinkeyareasofliteracyandincreasedemotionalengagementwithtexts.
• 100%ofteachersfromthepioneerschoolsreportimpacton:children’sreadingfrequencyandrange;enjoymentofreading;widervocabulary.86%reportimpactonmoreexpressivewriting;betterspeaking,listeningandparticipatingindiscussions.71%onbetterinference,predictionanddeduction;
• StMichael’sPrimarySchoolisnowinthetop13%ofallschoolsforreadingprogress(RAISEOnline)andseestheirnewempathyemphasisaskeycontributingfactor.ArecentInspector’sreportsays:“Amajorinfluenceonraisingtheschool’sreadingstandardsislookingatempathyasatooltodevelopunderstandingwithintextsandconcepts”;
• “Ifyoulearnaboutempathyandreadbooksthatincludeityougetmorefromyourreading.WhenIfeelempathyinstories,Islowdown;sometimesIstopandthinksomuchmore”.Year5boy,MoorlandsPrimaryAcademy.
3.FamilyinvolvementInmakingschoolleadershipjudgements,Ofstedinspectorsconsiderhowwellleadersengagewithparents.EmpathyLabschoolsreporthigherthanusuallevelsofparentalengagement.Parentsaremotivatedbythe“doublewin”approachwhichsimultaneouslybuildstheirchild’sliteracyandemotionalskills.
• “EmpathyOscarswasanamazingwaytoteachkidstheconceptofempathy.Ilovethewayyoubroughttheideatolifewithsomuchfuninvolved.That’swhateducationisallabout!!”Mother,JohnStainerSchool;
• Twoschoolsinvolvedparentsinchildren’sempathyworkonloneliness;MoorlandsPrimarySchoolrananEmpathyReadingCaféforfamilies;parentsatSutton-on-TrentPrimarySchoolhelpedmakechildren’ssocialactionpossiblethroughcommunitylinks-aGPparentfacilitatedvisitstolocalgroupsofolderpeople;
• BeckPrimarySchoolhashadexcellenttake-upforanEmpathyParentsBookClub.
4.SocialactionOfsted’scommoninspectionframeworkemphasisestheneedforschools“toprovideacurriculumrichinpersonaldevelopmenttoenablechildrentocontributetowidersociety”.(Howsocialactionisbeingappliedtogoodeffect,2016)EmpathyLabschoolsreportunexpectedlevelsofinterestamongstchildreninputtingempathyintoaction.
• StanmorePrimarySchool’shomelessnessfocuswithchildEmpathyDetectiveshasledtoabigappetitetofundraiseforthelocalNightshelter;
• BeckPrimarySchoolhashad14volunteersforEmpathyLeadersintheplayground;• AgirlfromMoorlandsPrimaryAcademyreadEvaIbbotson’sOneDogandHisBoy,reflectedonloneliness,and
decidedtoplaywithalonelygirlintheplayground;• “EmpathyLabhasthepotentialtochangesocietyfrominsideout”.Teacher,StanmorePrimarySchool.
5.Schoolethosandstrategy“Whereempathyisclearlywrittenintobehaviourpoliciesinschoolstheturnaroundhasbeensignificant”.(SettlingtoLearn,BomberandHughes,2013)
• HeadteachersreportthattheEmpathyLabapproachhaspotentialbothtochangetheschoolcultureandcombinethebuildingofempathyandliteracyskills-withoutaddingadditionalwork.
4EmpathyLabPioneerSchoolsEvaluation2016
• StMichael’sPrimarySchoolhasintegratedEmpathyLab’sapproachintotheSchoolDevelopmentPlanforLiteracy,RE,PHSCEandmentalhealthissues,childprotection,Prevent,e-safety;
• “Ifeelwehavearealgamechanger”.Headteacher,MoorlandsPrimaryAcademy;• Teachers’understandingoftheeducationalimportanceofempathyrosefrom68%to99%.• Theinvolvementofaninformedgoverningbodyisakeyfactorforsuccess.
Conclusion
Weareveryencouragedbythestrongerthananticipatedresultsfromtwoexperimentalterms,workingwith11pioneerschools.Webelievetheseresultsdemonstratethatourapproachgivesschoolsa“triplewin”frameworkforachievingliteracy,charactereducationandsocialactionprioritiessimultaneously,andthroughnormalschoolactivities.
ThiswasEmpathyLab’sfirstmajor“proofofconcept”step.Ourschoolpartnerstellusthatamoresystematic,fundedprogrammehassignificantpotentialtobuildchildren’sempathyskills,wellbeing,literacyandsocialactivism.
Weconductedthisstageoftheworkpro-bono,whilstwetestedourideas.Ournextstepwillbetoseekfundingtocreateandevaluateamorehighlydevelopedschools’programme,workingwithTheUniversityofSussexandtheOpenUniversity.
Wehavemuchstilltoinvestigate,includinghowtodevelopbetterqualityempathymeasurementtools,realisticinaschoolsettingandhowtohelpchildrensustainincreasesinempathyskills.Wewanttounderstandmoreaboutwhatconditionsenableenhancedempathytobedevelopedaroundkeysocialissues,fromrefugeestocyberbullying.
ButwenowhaveanevidencebasefromwhichtosecurefundingtobuildamoresystematicprogrammeandmakeEmpathyLabanationalforceforchange.Weaimtomakearealdifferencetothousandsofchildren’slives,storybystory.Intoday’sdividedworld,theneedformoreempathyhasneverbeenmoreurgent.
“I’mthrilledthatyou’vedecidedtoworkwithEmpathyLabtohelpchildrenexpandtheirempathypotential.Awisechoice”.NeilGaiman
“IcongratulatealltheEmpathyLabpioneerschoolsfortakingpartinthisvitalandfascinatingwork”.CressidaCowell
EmpathyLabcontactdetailsChair,MirandaMcKearneyOBE,[email protected]@EmpathyLabUKDecember2016
5EmpathyLabPioneerSchoolsEvaluation2016
Background:anempathyexperiment
“Tobeasuccessfulhumanbeing,youneedtobeintouchwithotherpeople’sfeelings.Iam
followingEmpathyLabwithgreatinterest.Ilovethewayitbringstogethertheworldsofliteracy,
neuroscienceandwellbeing”.
DameJacquelineWilson
EmpathyLabisanewnot-for-profitorganisation,foundedin2014.Wecurrentlytarget4-11yearolds,usingthepowerofstorytobuildchildren’sempathy,literacyandsocialactivism.
Whyempathymattersandhowtobuildit
Empathyisacorelifeskill,vitalinincreasinglydiverseclassroomsandcommunities.Withoutempathychildrenwillstruggletoformstrongrelationshipsandcollaborate.Later,intheworkplace,theywillfindteamworkingveryhard.Helpingchildrenputempathyintoactionwillreduceprejudice,andbuildamorecaringsociety.TheUK’sshockingpost-Brexitriseinhatecrimeshashighlightedtheurgencyofeducatingchildrentoenterintootherpeople’sfeelings.Ourbrainsareplastic,andwithpractice98%ofusarecapableofbecomingmoreempathetic.Anengagementwithliteratureisakeytool.Animportantandbuildingbodyofrecentneuroscienceresearchshowsthatidentifyingwithbookcharactershelpsusbecomemoreempatheticinreallife.EmpathyLabharnessesthispower,immersingchildreninstorieswithanempathyfocus.Thisleadstostrongerempathyskillsandincreasedsocialactivismasshowninthisdiagram.Ourstrategyofdevelopingempathythroughbooksalsoraisesreadingstandardsandengagement.
Ourstrategyofdevelopingempathythroughbookscanhelpraisestandardsinreading,writing,speakingandlistening.Itcansupportchildrenwithsocialandcommunicationissues.
6EmpathyLabPioneerSchoolsEvaluation2016
Proofofconcept
ThisreportcoversEmpathyLab’sfirstbig“proofofconcept”step.FromNovember2015toJuly2016weworkedwith11pioneerschoolsacrossEnglandwhoinvolved1560childreninempathy-focusedactivity.Theschoolscommittedtoanopen,experimentalandunfundedprogramme.
Thispursuedthefollowinglinesofenquiry:
• Whyisempathysoimportantinschools?• Howcanwordsandstoriesbeusedmoresystematicallytodevelopempathyskills?• Whattoolsandtrainingdoteachersandparentsneed?• Cananincreasedfocusonempathyimproveliteracyskills?• Howcanwehelpchildrenputempathyintoaction?
Schools Location Type No.ofchildreninvolvedBeckPrimarySchool Sheffield StatePrimary 160InternationalCommunitySchool CentralLondon Independent 58JohnStainerCommunitySchool Lewisham,London StatePrimary 370MoorlandPrimaryAcademy GreatYarmouth,Norfolk Academy 75NetleyMarshCEInfantsSchool NewForest,Hampshire StateInfant 90RadnorHouse Twickenham,London Independent 80StHilda’s Bushey,Hertfordshire Independent 120StMichaelsCEPrimarySchool Rochdale StatePrimary 112StanmorePrimarySchool Winchester,Hampshire StatePrimary 150Sutton-on-TrentPrimary SuttononTrent,Nottinghamshire StatePrimary 104TheWroxhamPrimarySchool PottersBar,Hertfordshire StatePrimary 240EmpathyLab’sfoundingteamoffivesupportedtheschools,providing:
- Expertinputfrompsychologyandliteracyexperts;- Strategicplanningsupport,on-goingtrainingandconsultancy;- Creativetools,whereverpossiblechild-led;- Themedbooklists(suchashomelessness,friendships,refugees);- Linkstoauthors,publishersandthePatronofReadingscheme;- Forumforsharingbetweentheschools.
We provided an evaluation framework with staff surveys,children’s case studies and questionnaires, teachers’ empathyskills assessments and running logs recording observations.Although not all schools had the capacity to contribute to thewhole process, the evaluation has generated a rich evidencebankshapingthisreport’sfindings.
EmpathyLabcreatedsixstory-basedtools(showninthecircletothe right) to help schools create immersive empathy-buildingexperiences. We also provided lists of core empathy textscharacterized by strongly drawn characters and high qualitywriting and illustration. We involved authors in developingtrainingandon-the-groundmodels,includingPatronsofReadingAlan MacDonald and Ali Sparkes, plus Gillian Cross, HelenaPielichatyandBaliRai.
7EmpathyLabPioneerSchoolsEvaluation2016
Impact1:children’sempathyskillsandwellbeing
EmpathyLabaimstobuildsixkeyempathyskills
• Theabilitytovalue,feel,understandandrespectotherpeople’sexperiences;• Emotionrecognition:thevocabularytoshareyourownandotherpeople’sfeelings;• Effectivecommunication:activelisteninganddeepconversation;• Strongimaginationtoenterintoothers’feelings;• Thecapacitytobereflective,especiallyaboutotherpeople’sfeelingsandperspectives;• Theabilitytoputempathyintoactioninthehome,schoolandcommunity.
Teachers’assessment
“UsingEmpathyLab’sapproachhasbothhelpedusidentifychildren’swellbeingissuesandsupportedgrowthintheiremotionalliteracy”.Teacher,RadnorHouse.
“Sincewe’vestartedtofocusonempathyinbooks,thechildrenhavebecomefarmorewillingtoseethingsfromalternativepointsofview”.Teacher,MoorlandsPrimaryAcademy.
“Empathystrengthensourrelationships,givesustheresiliencetotry,failandtryagain,supportingeachotherinthelearningprocessandwillinevitablyproduceimprovedresults”.Headteacher,JohnStainerCommunitySchool.InassessingtheimpactofusingtheEmpathyLabapproach,teachersdescribehowchildrenarenowlisteningtoothers’pointsofviewmoreandthinkingaboutchildrenotherthanthosetheyknow.Severalschoolsweresurprisedbythedepthofchildren’sresponses–childrennotknownforenthusiasminlessonsbecameveryengaged.
Inthoseschoolswithcomparative“before”and“after”data,100%ofteachersreportimprovementsinempathyskills.HereisanexamplefromaYear5classatBeckPrimarySchool:
• 40%increaseinempathiccommunication–activelisteninganddeepconversation;• 33%increaseintheabilitytovaluefeel,understandotherpeople’sfeelings/perspectives;• 20%increaseinabilitytoputempathyintoaction;• 50%increaseinemotionrecognition;• 30%increaseinstrongimaginationinordertoenterintoothers’feelings;• 23%increaseincapacityforreflectionaboutotherpeople’sfeelings.
Children’sself-assessment“Ifotherpeople,whomaybearen’tsonice,readsomeofthesebooks,thatmightchangethewaytheyacted.Theywouldthinkmoreandmaybeunderstandmore.Perhapsschoolsshoulddiscussempathyinbookseveryweekbecauseitwouldhelppeoplesomuch”.Year5girl,MoorlandsPrimaryAcademy.Childrenwereaskedtoself-report,usinga“before”and“after”questionnaire.420childrencompletedthequestionnaires.Hereisanexampleofthechanges,fromNetleyMarshInfantsSchool:
• 100%increaseinchildren’sunderstandingofwhatempathyis;• 90%increaseintheirunderstandingofhowempathycanbeapplied;• 70%increaseintheirabilitytonameabookthathadhelpedthemunderstandsomeoneelsebetter;• 60%increaseintheirabilitytoexplainhowthechosenbookhaddevelopedtheirempathy;• 100%increaseintheirunderstandingofwhatmakesforagoodlistener.
8EmpathyLabPioneerSchoolsEvaluation2016
CaseStudy:-8yearoldboy,BeckPrimarySchool
“Whenwereadweimaginewearethecharactersandwethinkhowtheyfeel”.
Theboy’steachersaidheverymuchenjoyedtheempathywork,includingwritingaboutdifferentcharacters.“Itishelpinghimtostarttovalueotherpeople’sfeelingmuchmore;hewillnowapologiseandadmittonegativebehaviours.Heisbeginningtoputempathyintoaction.Hehasbeeninvolvedina1:1onwhatempathymeansandwhyitisimportant,authorwork,bookawardsandEmpathyBookSpotters”.
Learningthemeaningofempathy
“Ifpeopleunderstandwhatitisliketobethatpersoninthatsituation,theymaybecomemorecompassionateandstarthelpingpeoplemore”.PupilatInternationalCommunitySchool.
Schoolsuseddifferenttechniquestoteachtheconceptofempathy,andfoundthatevenchildrenasyoungasfourwereabletounderstandit.Workwasneededtodistinguishbetweenempathyandkindness,orsympathy.Thiswashelpedbybriefingstaffonthethreemainelementsofempathy:
• Emotional/affectiveempathy:weliterallyresonatewithsomeoneelse’sfeelings.Theinsulaneuralareaofourbrainsmimicswithinusanotherperson’sstate;
• Cognitiveempathy:orperspective-taking,whereweapplyreasontoworkingouthowsomeoneelsefeels;
• Empathicconcern:apowerfulmotivatorforhelpingothers,aforceforsocialchange.
CaseStudy:EmpathyAssembliesNetleyMarshInfantsSchooldevelopedassembliesonperspective-takingusingtheRole-TakingUnit4oftheBrightStartcognitivecurriculum.Thiscoversdevelopingtheabilitytotakedifferentperspectives,firstinthephysicalandspatialdomainsandthenatsociallevel.Childrenlookedatadicefromdifferentangles,andsatintheHeadteacher’schair.Theyusedtheconceptofstandinginsomeoneelse’sshoesandthinkingaboutwhatthismightfeellike,andexploredthefeelingsofPaddingtonBear,DoggerandSomethingElse.AuthorHelenaPielichatyworkedwithagroupoftenKS2childrenofmixedagesandabilitiesatSutton-on-TrentPrimarySchool.ThefocuswasherbookWhat’sUkrainianforFootball?whichhasanunderlyingthemeofmigrationandrefugees.TheirworkculminatedinanEmpathyPlayforawholeschoolassembly.Helenareportedchangesinchildren’sunderstandingofrefugees’viewpoints,andgreatlyincreasedenthusiasmforreading.
9EmpathyLabPioneerSchoolsEvaluation2016
Focusingonfeelings
Severalschoolsreportedthatanincreasedfocusonbookcharactersandfeelingshadasurprisinglyimmediateeffectonsomestudents’wellbeing.Theyfeltthiswasduetoanincreasedemphasisonemotionsinordinaryschoolactivitiesandteaching,withmoretimetodiscussandsharethem.Theempathyemphasisalsoincreasedchildren’sabilitytoengageemotionallywithtexts,withresultingimpactonenjoymentofreading,andspecificareasofliteracy(seeImpact2section).R.J.Palaccio’sWonderwasconsistentlycitedasamagnificentempathytext,andteachersreportedanexpandedknowledgeofmanyothersuperbstoriestouseinthiscontext.
Alongsideencouragingchildrentofocusonthecharacterandfeelings,schoolsusedarangeoftechniquestowidenchildren’svocabularyforfeelings.Theseincludedfeelingswheels;matchingpairsemotions;aVelcrofeelingsboard;anemotionthermometerandagreatdealofdramaandroleplay.
CaseStudy:Year3girlatStHilda’s
Thisgirl’steachersaidthatshehadtroubleexpressingideasandfeelingsandwasaggressiveintheplayground.AsaresultofEnglishandPSHEworkonfeelings,empathyandbookcharacters“sheisnowclearlyabletorecogniseandexpressherownfeelingsandthefeelingsofothers;sheiscalmerintheplaygroundandhappier”.Theteachernotes:“Thisishugeprogressaspreviouslyshewasfindingithardtorecognisethereasonswhypeoplewouldbefeelingdifferentemotions.Sheisalsousingamuchwidervocabularytodescribeherownandbookcharacters’feelings”.
Ingeneral,asaresultofusingtheEmpathyLabapproach,StHilda’sstaffhaveseenapositivecorrelationbetweenimprovedsocialattitudes,peerrelationshipsandhigherthanexpectedscores.
Impact2:children’sliteracy“Canyouenjoybookssomuchwithoutunderstandingempathy?Idon’tthinkyoucanbecauseitwouldn’tmeansomuchtoyou.It’sjustreadingthem.Youdon’tjustreadthebook,youhavetostopandthinkandthengobacktothereading.”Year5girl,MoorlandsPrimaryAcademy.Akeylineofinquiryinourexperimentwaswhetherteachersfindthatanincreasedfocusonempathycanimproveliteracyandreadingforpleasure.
• 100%ofteacherssayEmpathyLabworkhasapositiveimpacton:children’senjoymentofreading;increasedreadingfrequencyandrange;developmentofawidervocabulary;
• 86%sayitimproves:expressivewriting;betterspeaking,includingparticipatingindiscussions,andbetterlistening;
• 71%sayitimprovesinference,predictionanddeduction.Childrenhavestrongerexplanationsforfeelings.
“Writingmuchimprovedbecauseexposedtoemphasisonfeelingsandemotionalinsight.Muchbettercharacterdevelopment”.Sutton-on-TrentPrimarySchool
“Amajorinfluenceonraisingstandardsinreadingwithintheschoolislookingatempathyasatooltodevelopunderstanding,withintextsandconcepts”.InspectorvisitingStMichael’sPrimarySchool
“Thebookareaisusedmuchmorenow.AboyonPupilPremiumisenjoyingreadingsomuchmore;wehadtoissuehimanewlibrarycardbecauseofhismuchincreasedborrowing”.NetleyMarshInfantsSchool
“ImpactnoticeablewhenreadingTheGraveyardBook–predictionsnowlinkedtowhattheyknowaboutcharactersandnotguesses”.MoorlandsPrimaryAcademy
10EmpathyLabPioneerSchoolsEvaluation2016
StMichael’sPrimarySchoolisnowinthetop13%ofallschoolsforreadingprogress(RAISEOnline).ArecentInspector’sreportsays:“Amajorinfluenceonraisingtheschool’sreadingstandardsislookingatempathyasatooltodevelopunderstandingwithintextsandconcepts”.
Schoolsusedneuroscienceresearchaboutthepowerofcharactertorefocusexistingliteracystrategieslikeguidedreading,readingaloud,bookstudiesanddiscussion.StanmorePrimarySchooldevelopedempathybookboxesforstaff,foruseintheregularreadingaloudofstoriesattheendoftheschoolday.WroxhamPrimarySchoolcreatedanempathyshelfinthelibrary–thePTApaidforthebooks,boughtfromEmpathyLab’slistofcoreempathytexts.RadnorHouserancreativewritingworkshopsinspiringchildrentowriteaboutadisplacedcharacter,exploringhowitfeelstoarriveinadifferentcountry.
SupportedbyEmpathyLab,schoolsdevelopednewpathwaysthroughtexts,focusingoncharacterandfeelingsmorethanplot.Theycreatedmoreimmersiveexperienceslinkedtotextsinordertodeepenchildren’semotionalengagementwiththecharacters,andsocialissues.TheymadeuseoftheideasinourEmpathyStorykitstoinitiatetheactivities.Inadditiontothestatisticsabove,schoolsreportedseeingchildrenwritingmorequicklyinthefirstperson,andmoreexpressivelybecauseoftheiremotionalinvolvementandmuchwiderfeelingsvocabulary.
Motivatingchildren
"Ifindempathyinbooksreallyinteresting,asIdidn'tusedtothinkhowpeoplewerefeeling,Ijustusedtoread.NowIfeelalotmoreimaginative,itgivesthestoryalotmorebackgroundaboutwhatmighthavehappenedandwhy".Year5girl,MoorlandsPrimary Academy.
“ReadingDivergentmademeunderstandwhymyfriendlikestoriskherselfandchallengeherlimits”.PupilatICS.
"ThinkingaboutempathywhenIreadmakesmewanttoreadmore,becauseIgetsomuchmoreinvolvedinthestory”.Year5boy,MoorlandsPrimaryAcademy.
EmpathyLabisdevelopingatoolcalledEmpathyBookSpotterswhichinspireschildrentoleadtheschool’sempathywork,sharerecommendationsandanalysethewaysinwhichbookscanbuildempathy.Schoolsusingthetoolreportchangesinchildren’senjoymentofreadingandunderstandingofempathy.
SomechildrenmadeanddonnedempathyglassesbeforetheirBookSpottingsessions;somepresentedtheweek’s“spotted”bookstotheirpeersinlibraryhour;othersswappedempathybookbagseveryFridayinassembly.Theirmotivationandexcitementwasbuiltbysharingtheirideasacrossthepioneerschools.TheypostedpostcardempathybookreviewsandrecommendedbooksthroughtheBookSpotterdatabase.
ChildrenatStanmorePrimarySchoolreceiveEmpathyLabpostcardsfromBookSpottersatMoorlandsPrimarySchool(left).ChildrenalsousedthepostcardsattheSouthBankCentre’sImagineFestival(right).
11EmpathyLabPioneerSchoolsEvaluation2016
Impact3:Socialaction
“I’vefinishedOneDogandhisBoywherethemaincharacterisverylonely.WhenI’dfinished,Ithoughtalotaboutthebook.OnedayIsawagirlintheplaygroundwholookedreallylonely,shewassittingdownonherown,andsoIwentandplayedwithher.Thebookcausedmetochangemybehaviour”.Year5girl,MoorlandsPrimaryAcademy.
IncreasedsocialawarenessandsocialactivismarekeyEmpathyLabaims.Weexploredhowchildrencanbecomeempathyactivistsdrivingforamoreempathicsociety.Schoolsapproachedthisindifferentways:
Case study: Empathy Detectives atStanmorePrimarySchool
StanmorePrimary School trialledEmpathyLab’sideaforaclubcalledEmpathyDetectives.Theirchosen social issue to investigate washomelessness. Children were immersed instories about homelessness such asMr Stink,ThatPeskyRatandWayHome.AuthorBaliRairanasessiononchallengingourprejudicesandthe school arranged a visit from the localNightshelter.
The term’s focusculminated inahomelessnessexperience. After school, the buildings werelocked, and childrenhad to find somewhere tosettle,withsleepingbagsandjustfourpossessions.SchoolLibrarian Ali said “powerful stuff and totally unexpectedreactions. One child - a very quiet boy who has to bepromptedtosayanythingatall inourclubsessions –hadworkedouta fullbackstoryandstayed incharacterthewholetime.Anotherboygotveryangryaboutbeingconstantlymovedon,saying‘Idon’tknowwhatgivesyoutherighttotellmewhattodo.Weareallhumanbeings’”.ThechildrenarenowkeentofundraiseforthelocalNightshelter.
“Allyouowninthisbag”StanmorePrimarySchoolEmpathyDetectivesquiztheNightsheltervisitoraboutwhatitislike
tobehomeless.
Sutton-on-TrentPrimarySchool‘sfocusonempathyandlonelinessledtochildrenvisitingTheFallsGroup,alocalgroupofelderlypeoplewhohadrecentlyexperiencedfalls.ThiswasfacilitatedbyaparentwhowasalocalGP.Thechildrenalsovisitedalocalcarehometoreadtotheresidents.
Personalempathyactions- e.gtoplaywithsomeonewhoislonely
Individualchildactions
EmpathyLeadersintheplayground
Schoolactions Readingtopeople
incarehomesFundraisingforthehomeless
Actionsinwider
community
12EmpathyLabPioneerSchoolsEvaluation2016
MoorlandsPrimaryAcademyalsofocusedonlonelinessatschoolandinthewidercommunity.TheyexploredthethemethroughbookssuchasNeilGaiman’sGraveyardBook.Thisledthemtothinkaboutolderlonelypeopleandvisitthelocalcarehome,BurghHouse.Theyreadpoemsandchattedtotheresidents.
CaseStudy:Year4boy,StanmorePrimarySchool
Thisboyhelpswiththecareofhisparents.Hehassometimesstruggledtoseeotherpeople’spointofviewandthishascausedconflictinandoutofclass.HewasamemberoftheexperimentalEmpathyDetectivesclub.
Staffnoticedanimprovedabilitytolisten,andhereallysurprisedthemwithhisnaturalpassionforcommunityaction.HehadlotsofideasforhowtoraiseawarenessandfundingforthelocalNightshelterandcouldexplainwhythisissoimportant.Heimprovedhisabilitytovalueotherpeople’sexperiencesandviews,andhisclassteachersaysthatwhenwritingheismuchmoreabletodescribeacharacter’sthoughtsandfeelingsindetail.
CaseStudy:EmpathyLeadersatBeckPrimarySchool
A focus on empathy led children in Beck PrimarySchool to set up Empathy Leaders “on the Yard”.Children designed the job description for theEmpathyLeadersandtheteacherhad14volunteersto support children who feel vulnerable in theplayground.
Impact4:familyinvolvement
“IwantedtotellyouhowamazingIthoughttheEmpathyOscarswerelastweekandhowmuchweallenjoyedit.Whatanamazingwaytoteachthekidsthewholeconceptofempathy.Ilovethewayyouallboughttheideatolifesocleverlyandwithsomuchfuninvolved.That’swhateducationisallabout!!!”Parent,toJohnStainerHeadteacher.Casestudy:EmpathyOscarsThe multi-cultural John Stainer Community School in Brockley trialledEmpathyLab’s idea for EmpathyOscars. Childrenworkedwith their families intheEasterholidaystonominatetheirfavouriteempathybookcharacter.
Aftermuchschoolgroupdiscussion,readingandpersuasivewriting,theyvotedforawinner,whowasannouncedataglitteringredcarpetceremonyinvolvingthe whole school community – children, parents, governors and Charlie, theschool dog. Staff dressed up as the ten top characters. The winner wasMissHoney, from Matilda (on left, with Charlie the school dog and Sue Harte,Headteacher).
“Empathyisimportantbecauseyoucanfindouthowapersonisfeeling.Ifapersonisfeelingunhappythenyoucanhelpthemorplaywiththemsotheyfeelcontent”.Year4boy,BeckPrimarySchool
13EmpathyLabPioneerSchoolsEvaluation2016
Casestudy:EmpathyReadingCafé
Moorlands PrimaryAcademysometimes experiences lowratesofparentparticipation.Staffweredelighted to get50%of invitedparentstotheirEmpathyReadingCafétohearwhatthechildrenhadbeendoing.Theyworkedwiththeir children on an Empathy Reading Journey, remembering empathy books they had read as a family. Parentshelped make decisions about social action activities, like visiting a care home and inviting in representatives ofrefugeegroups.TheschoolplanstorunaregularEmpathyReadingCaféwiththesupportofthepastoralteam.
Theschoolswantedtoexplorestrategiestoinvolveparentsinusingbookstobuildliteracyandempathysimultaneously.Theyweresurprisedbyparents’eagernesstoengage,andreportedchangesintheirunderstandingoftherelevancetochildren’sdevelopmentof“doublewin”empathyandliteracyactivity,leadingtosocialaction.
BeckPrimarySchoolwasdelightedbytheenthusiasmforaYears2and3familyEmpathyBookClub.Thisranforfourweeksandwasheldintheneighbourhoodcentre,targetingchildrenwhocouldbenefitfromfurtherdevelopingtheirempathyskills.Parentsandchildrentogetherreadanddiscussedbooks,talkedaboutthemeaningofempathy,usedaparents’questionnaireandcreatedanempathyportfolio.TheClubwillberepeatedinthenewacademicyear.NetleyMarshInfantsSchoolinvolvedparentsintheirdrop-inafterschoolreading/empathyclubandaWorldBookDaypyjamaempathyeveningwithstoriesandhotchocolate.TheyalsoattendedEmpathyLabtrainingwithHampshireLibrarystaff,aimingtodevelopstaffandparents’skillsinempathybook-talking.
EmpathyBookSpotterswithparentsatNetleyMarshInfants
14EmpathyLabPioneerSchoolsEvaluation2016
Impact5:schoolethosandstrategy
EmpathyLabhasthepotentialtohelpchangetheschoolcultureandstrengthenlearningvalues.Headteachersreportimpactonstaffskills,schoolculture,children’sbehaviourandengagementwithsocialaction.“EmpathyLabtakesarefreshingapproachtodevelopingchildren’sunderstandingofthemselvesandothers.Avaluableresourceformakingourschoolandcommunitybetterplaces.Wehaveintegrateditsworkingprinciplesandtoolsacrossdifferentareasofschoollife,includinglearningvalues,staffCPD,regularliteracyactivitiesandsupportforfamilies”.ExecutiveHeadteacher,NetleyMarshInfantsSchool.“SinceworkingwithEmpathyLab,empathyhasnowpermeatedacrossthewholeofthecurriculumandineverycornerofschool,includingsocialaspects”.Headteacher,StMichael’sPrimarySchool.“Empathyskillsareakeyaspectofthesocialandemotionalskillsneededbyourintake.Wehaveadutytohelpourchildrenmakeapositivecontribution”.Headteacher,BeckPrimarySchool.WholeschoolplanningandactivitiesTheinvolvementoftheSeniorLeadershipTeamisneededtointegrateempathyeducationstrategically.SeveralofthepioneerschoolshavenowchangedtheirSchoolDevelopmentPlantoembedEmpathyLab’sprinciples:
• StHilda’sSchoolDevelopmentPlannowincorporatesworkingwithEmpathyLabonsocialandemotionalwellbeing,behaviourandrelationships.Empathyevenfeaturesinyogasessions.Sharingbetweenstaffissupportedbystaffmeetingsandastaffroomempathylogbook.
• NetleyMarshInfantsSchoolhasintegratedtheapproachinto:regularliteracyactivities;assemblies;homelearning;teachingschoolvalues;staffCPD;pupilvoice;communitylinks.
• StMichael’sPrimarySchoolhasintegratedEmpathyLab’sapproachintothefollowingareasoftheSchoolDevelopmentPlan:Literacy,RE,PHSCEandmentalhealthissues,childprotection,Prevent,e-safety.TheschoolhasstartedanEmpathyCouncil.
• TheWroxhamSchoolusedEmpathyLab’slisteningauditasacatalysttodeepentheschool’sfocusonlisteningwell,conductingawholeschoolsurvey.
• Sutton-on-TrentPrimarySchoolbuiltempathytechniquesandcreativeactivitiesintotheirSEALassemblies.• TheInternationalCommunitySchool(ICS)linkedtheirEmpathyLabworktotheschool’sServiceinAction
strandoftheInternationalBaccalaureate.
Whyempathymattersinschools
Achievement/curriculum
Wellbeing
Schoolethos/classroomclimate
Behaviour
HelpingtroubledpupilsLiteracy
skills
Outstandingleadership- stronglinkstoOfsted'sdescriptors
Equallifechances
Citizenship,socialaction,community
links
Socialandemotionalskills
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StaffskillsandunderstandingEmpathyLabprovidedtrainingfrompsychologyexperts,aresearchbankandpracticaltoolstodevelopteachers’understandingoftheeducationalimportanceofempathy,andtheskillsneededtodevelopit.SettlingtoLearn(BomberandHughes)andHowtoListensoKidsWillTalk(FaberandMazlich)wereoftencitedasusefulreferencesbooksinthiscontext.BrenéBrown’svideoonthedifferencebetweenempathyandsympathywasalsouseful.
• Staffunderstandingoftheimportanceofempathyinschoolsrosefrom68%to99%.• “Ihavealteredmypracticetoteachempathyexplicitly”.Teacher,BeckPrimarySchool.
Stafffedbackaboutchangesintheirunderstandinganduseoftheskillsneededtodevelopchildren’sempathyskills.The“pre”and“post”surveysshowedsubstantialrisesinstaffconfidence.
Stafffeedback
“Thiscanmakeanimpactinsomanyways.WorkingwithEmpathyLabhascreatedabigopportunityforreflectionandprofessionaldialogue”.
“Ithasbeensousefultoshareideaswithotherschools,andhearexpertsintheirfieldspeakaboutthebackground/scientificresearchbehindempathy”.
“WorkingandreflectingwithEmpathyLabI’vegainedinsightintoreallyobvious,easyapplicationsinschoolIsimplyhadn’tthoughtof”.
“Theempathybook-talkingtrainingwillchangehowIdelivermydrop-insessionswithparents”.
“Thepsychologybriefingshelpedmeseehowcentralempathyistohelpingchildrenfeelsafeenoughtolearn,andtohowthewholeschoolcommunityoperates…becauseschoolsareallaboutrelationships”.
“Iunderstandnowjustwhataforceforchangeempathyis,andhowinordertodeveloptheirempathyskills,childrenneedtoexperienceteachers’ownempathytowardsthem”.
“Learningempathythroughbookcharacters’feelingsmakessomuchsense,becauseschoolsareawashwithstories”.
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Partneringwithauthors
AuthorsarekeypartnersintheEmpathyLabapproach-neuroscienceresearchshowsthatidentifyingwithbookcharactersbuildsourreal-lifeempathyskills.
Theexperimentalschools’workshowedtheaddedvalueofinvolvingauthorsinanexpandedrole,asempathyexperts,buildingempathyandliteracyskillssimultaneously.ThePatronofReading*modelisparticularlyinterestinginthiscontext,becauseitcreatessustainedcontactbetweenauthorsandchildren,addinganinspiringnewrelationshipintotheteachingmix.
Casestudy:PatronofReading
Author Alan MacDonald is Beck Primary School’s Patron of Reading. He worked alongside teachers, using a dualliteracy/empathyapproach.TheybasedsessionsonhisbookTrollsGoHome,exploring themeaningofempathyandencouraging children to talk aboutbeingdifferent.Work includeddrama techniques likehot seating, advice corridorandSpottheEmotion.
Alan: “I was surprised by how well theytooktothedrama.Someofthecommentswe recorded at the end showed they hadreally grasped the idea of empathy andwere putting it in their ownwords – oneboy said ‘it’s like a body swap withsomeone else’. At the start I asked whatempathy meant. No one had much idea.By the end they were very confident toexplain theword in their own terms.Oneor two children who I'm told can bedifficultor lessengagedinclasswereveryenthusiasticintakingpart”.
Photograph:BeckPrimarySchoolteacherswithauthorAlanMacDonaldandresourcesusedindualapproachestoteachingliteracyandempathy.Childrenlovedexploringthethemeofdifferences,andthefeelingsofUlrichthetrollinAlan’sTrollsGoHome.TheyparticularlyenjoyedsteppingintoUlrich’sshoes…
*http://www.patronofreading.co.uk
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Challengesandreflections
Inthenextstageofourworkwewillbereflectingandactingonchallengesandfactorsforsuccess:
- Measurement:howwecandevelopbetterqualityempathymeasurementtools,realisticinaschoolsetting;- Attainment:thedesirabilityofdemonstratingalinkbetweenempathyandreadingattainment/progress;- Socialactivism:howwecanbesthelpschoolsandfamiliesmakethelinkbetweenstoriesandsocialactivism;- Learningaboutempathy:thebestwaytosupportschoolsinhelpingchildrenachieveadeepunderstandingof
empathy,anditsdifferencefromkindnessandsympathy;- Attitudechange:howweidentifyandactivatethefactorswhichcouldbuildastrongempathymovement,inthe
samewayastheunexpectedgrowthofthemindfulnessmovement;- Publishing:howourworkmighthelpaddresstheshortageofbooksreflectingthegrowingdiversityofour
communitiesandclassrooms,vitalforunderpinningempathyworkinschoolsandhomes.
Conclusionsandnextsteps
“Ithinkyou’reatthestartofsomethingbig”.SirPeterBazalgette,Chair,ArtsCouncilEngland
EmpathyLab’sexperimental,pro-bonoworkwith11pioneerschoolshasyieldedstrongerresultsthananticipated.Itisclearthatourapproachofcombiningstories,empathyandsocialactiongivesschoolsaframeworkforachievingdifferentprioritiessimultaneously,andthroughnormalschoolactivities.Theprogrammehasenabledustoidentifypositiveinitialevidenceagainsteachofourfivelinesofenquiryandhashighlightedareasforfurtherdevelopment.
EmbeddingEmpathyLab’sapproachintotheSchoolDevelopmentPlanandsubtlyrefocusingteachingandwholeschoolactivitiescanachievearangeofoutcomes.Includingimprovementsin:children’spleasureinreadingandtheirliteracyandempathyskills;teachersandparents’skillsandunderstandingofthechild;schools’communityconnections.Itcanbuildpupils’understandingofsocialissuesandfueltheirdesiretoputempathyintoaction.
Wehavemuchstilltodoandlearn,andmanyunansweredquestions.Butweareveryencouragedbytheresultsfromexperimentalworkacrosstwoterms.ThiswasEmpathyLab’sfirstmajor“proofofconcept”step.Ourschoolpartnerstellusthatamoresystematic,fundedprogrammehasenormouspotentialtobuildchildren’sempathyskills,wellbeing,literacyandsocialactivism.Ournextimmediatestepswillbeto:
- Seekfundingtocreateandevaluateasystematicschools’programme,workingwiththeUniversityofSussex(ProfessorRobinBanerjee)andtheOpenUniversity(ProfessorTeresaCremin);
- Buildschoolmodels,continuingtoworkwith10pioneerschoolsandasmallnumberofnewschools;- Developnewresources,includingforfamilies;- Createateamofchildadvisors;- Buildanewnetworkofpubliclibrarypartners;- ExplorethenationalpotentialforprogrammessuchasEmpathyBookSpotters;- CreateanAuthorEmpathyArmyof80authors;- Developourpolicyworkandourpartnerships;- EstablishanewnationalEmpathyDay.
Wewouldliketothanktheinspiringchildrenandschoolstaffwehaveworkedwith.WenowhaveanevidencebasefromwhichtosecurefundingtobuildamoresystematicprogrammeandmakeEmpathyLabanationalforceforchange.Weaimtomakearealdifferencetothousandsofchildren’slives,storybystory.Intoday’sdividedworld,theneedformoreempathyhasneverbeenmoreurgent.
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TeachersandspeakerssharelearningatthePioneerSchoolsevaluationday,8July2016,heldattheCentreforLiteracyinPrimaryEducation
ThankyouandcontactdetailsWeowearealdebtofgratitudetothepeoplewhohaveadvised,encouraged,partneredandsupportedusthusfar.Staff,childrenandparentsatBeckPrimarySchoolInternationalCommunitySchoolJohnStainerCommunitySchoolNetleyMarshInfantsSchoolMoorlandsCEPrimaryAcademy
RadnorHouseStanmorePrimarySchoolStHilda’sSchoolStMichael’sCEPrimarySchoolSutton-on-TrentPrimarySchoolTheWroxhamSchool
Authorsformallyinvolvedintheschools’trialFrankCottrellBoyceGillianCrossAlanMacDonald,PatronofReadingHelenaPielichatyBaliRai
Publishersupportersfortheschools’trialWalkerBooksMacmillanChildren’sBooks
AliSparkes,PatronofReadingReferenceGroupMembersandspeakersinvolvedintheschools’trialRobinBanerjee,Professor,PsychologyDepartment,SussexUniversitySirPeterBazalgette,Chair,ArtsCouncilEnglandJackieBatchelor,EducationalPsychologist,HampshireCountyCouncilTeresaCremin,Professor,Literacy,TheOpenUniversityLouiseJohns-Shepherd,CEO,CentreforLiteracyinPrimaryEducationPatriciaMetham,educationalconsultantandformerOFSTEDadviserAuthorsGillianCrossandBaliRaiContactChair,MirandaMcKearneyOBE,[email protected]@EmpathyLabUK