Student behaviour, motivation and the potential of attachment-aware schools to redefine the landscape

Parker, R and Levinson, M.P (2018) 'Student behaviour, motivation and the potential of attachment-aware schools to redefine the landscape.' British Educational Research Journal. ISSN 0141-1926

[img] Text
11452.pdf - Accepted Version
Restricted to Repository staff only until 25 March 2020.

| Request more information
Official URL: https://doi.org/10.1002/berj.3473

Abstract

This article is a position paper drawing on the findings of several studies into attachment-aware approaches in schools and other settings. In seeking to promote pedagogical positions that place greater emphasis on the emotional landscape of students, the authors locate this in an historical perspective. They outline the ways in which educationalists have come to separate the learning being from the feeling being, to the extent of evolving separate discourses on behaviour and wellbeing. On the contrary, the authors contend that these elements are intertwined, a reality that needs to be understood at policy level for ‘outcomes’ to change radically. They frame their argument in the light of conclusions drawn from studies in which they were involved of attachment-awareness and emotion-coaching approaches (2011–2017). The authors’ position is further informed by research exploring attitudes of excluded youngsters towards education (2015–2016), and also in light of the wider international literature around progressive education.

Item Type: Article
Note:

Article published online 25 September 2018 ahead of its inclusion in an issue.

Keywords: attachment; exclusion; educational engagement; behaviour; emotions; wellbeing; progressive education
Divisions: College of Liberal Arts
Date Deposited: 14 Sep 2018 17:54
Last Modified: 10 Oct 2018 14:36
Request a change to this item or report an issue Request a change to this item or report an issue
Update item (repository staff only) Update item (repository staff only)