Index
Understanding Safeguarding for Children and Their Educational Experiences
ISBN: 978-1-80262-710-7, eISBN: 978-1-80262-709-1
Publication date: 17 June 2022
This content is currently only available as a PDF
Citation
(2022), "Index", McGovern, W., Gillespie, A. and Woodley, H. (Ed.) Understanding Safeguarding for Children and Their Educational Experiences, Emerald Publishing Limited, Leeds, pp. 163-167. https://doi.org/10.1108/978-1-80262-709-120221016
Publisher
:Emerald Publishing Limited
Copyright © 2022 William McGovern, Aidan Gillespie and Helen Woodley. Published under exclusive licence by Emerald Publishing Limited
INDEX
Ability grouping, culture of
, 76–77
Academic Self-Concept (ASC)
, 29–30
Additional needs
, 87, 94
Adolescence
, 121
Adolescents
, 124
Adverse Childhood Experiences (ACES)
, 121–122
Alcohol
, 42–43, 120, 132
consumption
, 121
dependence
, 42–43
final reflections on educational impact and interventions
, 123–124
parental alcohol use
, 122–123
scale of drinking
, 120–121
impact of underage drinking
, 121
young people in care
, 121–122
Amphetamines
, 131
Amsterdam Gold
, 131
Annihilation
, 131
Applied Sociology
, 8
Attuned pedagogy
, 94
Attuned teaching
, 87
anti-bias stance
, 89–90
build relationships
, 90–91
dilemmas and labels
, 87–88
learning conversation
, 86–87
manifesto for
, 89
rationale
, 86
reflections
, 92–94
safe, enabling environments
, 91
tenets
, 88
over time
, 91–92
Austerity
, 142–143
BAME
, 25
Binge drinking
, 42–43, 121
Black Caribbean
, 77–78
Black Mamba
, 131
Black students
, 38
Blackmail
, 141
BLM
, 25
Breakfast
, 155
club attendance
, 155
Care
, 99
Care Act, The (2014)
, 100
Caring
, 97–98
Child care
, 99
Child criminal exploitation
, 133–134
Child development
, 54
Childhood
, 113–115
Childhood Studies
, 8
Children
, 151–152
development and learning
, 67
rights to education
, 64–65
speaking for children
, 46
Children and Families Act 2014
, 98, 100
Children and young people (CYP)
, 53–54, 97–99
Bronfenbrenner story
, 56–59
ecological systems theory
, 54–55
identifying
, 99–100
in schools
, 87–88
Tom’s exosystem
, 58
Tom’s macrosystem
, 58–59
Tom’s mesosystem
, 57–58
Tom’s microsystem
, 57
Tom’s story
, 55–56, 59
Tom’s story and professional practice
, 59–60
welfare of
, 110–111
Classroom Assessment Scoring System (CLASS)
, 74
Club drugs
, 130–131
Cocaine
, 131
Community of practice
, 64–66, 68
principles
, 68
Contextual Safeguarding
, 8–9, 18, 20
County lines
, 133, 135, 141
context of young people’s lives
, 142–143
school based responses to ‘vulnerability’ and
, 146–147
understanding
, 143–146
Cuckooing
, 144–145
Culture of ability grouping
, 76–77
Dependent substance use
, 42
Dependent use
, 43–44
Designated Safeguarding Lead (DSL)
, 16–18, 111
Developmental Child Psychology
, 8
Disability
, 25
Disability Studies
, 8
Discourses
, 78–79
Dissociative drugs
, 131
Diversity
, 64
Domestic care
, 99
Drinking games (DGs)
, 132–133
Drug misuse/dependence
, 42–43
Duty
, 6
Early Years
, 8
Ecological system theory (Bronfenbrenner)
, 9–10, 54–55
Education (Independent Schools Standards) Regulations (2014)
, 110–111
Education
, 8, 64, 73–74, 100, 123, 135, 151–152
Education Act (2002)
, 110–111
Educational Psychology
, 8
Effective teachers
, 74
Effective teaching
, 74
Emotional care
, 99
Engagement
, 6–7
Extra-familial harm
, 18–19
Family
, 97–98
Family functioning
, 45
Fare Share
, 154
Fictionalised narratives
, 55
Food
, 151–152
Food insecurity
, 152–153
awareness of children experiencing
, 153
barriers to support
, 155–156
considerations
, 156–157
teacher’s perspective
, 153–154
General care
, 99
General Certificate of Secondary Education (GCSE)
, 123–124
GHB
, 131
GRT
, 25
Gypsy/Roma
, 77–78
Hallucinogenic drugs
, 131
Harm
, 13–14
Harmful drinking
, 42–43
Harmful sexual behaviour
, 18–19
Hazardous drinking
, 42–43
Health and Social Policy
, 8
Heavy alcohol use
, 121
Hegemonic masculinity
, 15–16
Identification
, 101–102
Identity
, 8–9, 25, 27–28
Identity Politics
, 24–25
Illegal drugs
, 131
Illicit drugs
, 4–5
Illicit substance use
, 130–131
alcohol
, 132
county lines
, 133–135
drinking games
, 132–133
potential signs
, 135
responding to alcohol and drug use
, 135–136
Impacts
of CYP providing care
, 97–98
of parental use
, 42
Inclusion
, 69
Inclusive education
, 64–66
Inconsistency in parenting practices
, 44–45
Individual, championing of
, 28–30
Ineffective parenting
, 44–45
Initial Teacher Education programmes
, 76
Intersectionality
, 27–28
Intimate care
, 99
Intimidation
, 141
Keeping Children Safe in Education (KCSiE)
, 4–5, 110–111, 142
Ketamine
, 131
Labelling
, 8–9, 26–27, 33–34, 37, 77–78
experiences and strategies
, 37–39
theory
, 74–75
Labels
, 33–34, 74–75, 87–88
Learners
, 28–29
Learning conversation
, 86–87
LGBTQ1
, 25
Liquid ecstasy. See GHB
Local Authority Designated Officer (LADO)
, 111–112
Low-and middle-income countries (LAMIC)
, 121
Magic Breakfast
, 154
Mainstream system
, 64
Malpractice
, 34
Misuse
, 42–43
Mixed white-and-black Caribbean
, 77–78
Modern Slavery Act of 2015
, 143–144
Multiplicity of identities
, 35
Narrative analysis
, 53–54
National Advisory Committee on Drugs (NACD)
, 44–45
Negative labelling
, 34, 75–80
Nitrous oxide (laughing gas)
, 131
Non-Maintained Special Schools (England) Regulations (2015)
, 110–111
Not in education, employment or training (NEET)
, 120, 124
Novel psychoactive substances (NPS)
, 130–131
Older school-aged children
, 45
Parental absence
, 45
Parental alcohol
misuse
, 123
use
, 122–123
Parental drinking
, 123
Parental substance use. See also Illicit substance use
, 44–45
mechanism and impact
, 44–45
threshold of harm from
, 46–47
Parents
, 42–44, 122–123
Perceptions of children
childhood
, 113–115
policy and practice context
, 110–112
schools
, 112
significant non-parental adults
, 112–113
Perceptions of scale
, 43–44
Policy
, 13–14, 24
Power
, 34, 36
Practical care
, 99
Preschool children with substance using parents
, 45
Prevalence substance use
, 42
Prevention
, 6–7
Professional development programmes
, 79
Professionals
, 6–7, 134
Protection
, 6–7
Public Health
, 8
emergency
, 155–156
Pupil Referral Units
, 144
Qualified Teacher Status (QTS)
, 111
Recognition
, 102
Relationships
, 54, 57
Responsibility
, 6
Risk-taking behaviour
, 120
Risks
, 110, 130
Role as individuals
, 111
Safeguarding
, 4–5
children in education
, 6–7
children in education
, 112
vulnerable’ children in schools
, 14–20
Salamanca Framework for Action
, 64
School(s)
, 5–7, 46–47, 67–68, 76, 112, 145
actions
, 17
assessment framework
, 20
based responses to ‘vulnerability’ and county lines
, 146–147
in England
, 13–14
experiences of young carers
, 101–103
food
, 152
food provision
, 155
implications for
, 80
leaders
, 65–66
meals
, 154
staff
, 4, 13–14, 153
working in
, 53–54
Self-concept
, 75, 77
Self-esteem
, 77
Self-fulfilling prophecy
, 74–75
Self-identification
, 101–102
Serious violence
, 141
Shared identity
, 25
Significant non-parental adults
, 112–113
Social Identity (SI)
, 26–27
Social identity theory (SIT)
, 26–27
Social Psychology
, 8
Social Work
, 8
Space
, 17
Special education
, 64, 66–67
Special Educational Needs (SEN)
, 4–5
Special Educational Needs and Disability (SEND)
, 76–77
Specialist carer support organisations
, 98
Spice
, 131
Spoilt identity
, 34
Staff
, 29–30
Standards Agenda
, 76
Stereotypes
, 34
Stereotyping
, 77–78
Stigma
, 37
Stimulant drugs
, 131
Street drug
, 130–131
Students
, 74
Substance use
, 45, 130
Support for young carers
, 102–103
Support staff
, 4, 7
SuppOrting Looked after children In Decreasing Drugs, and alcohol study (SOLID study)
, 122
Synthetic cannabinoids (SC)
, 130–131
Teacher(s)
, 4–5, 7, 55, 73–74, 76, 110
agency
, 78–80
domains of teacher practices
, 74
implications for
, 80
labelling
, 75
perspective
, 153–154
Teaching. See also Attuned teaching
, 88
Toxic masculinity
, 17–18
Trauma informed
, 91–92
Traveller pupils
, 77–78
UN Convention on the Rights of the Child (1989)
, 6–7, 64, 74–75, 112
UN Declaration on Human Rights (1994)
, 64–65
Underage drinking, impact of
, 121
Understanding
, 102
Unintended consequences
, 35–36
United Kingdom (UK)
, 130
Universal Declaration of Human Rights
, 64
Universal interventions
, 124
Urban drugs syndicates
, 142
Vulnerability
, 13–14, 24, 27–28, 33–34
(un)safe spaces and contexts
, 17–20
as contested concept
, 15–17
effects
, 36
Efie and Callum
, 16–17
as identity marker
, 26
as nuanced concept
, 24–25
school based responses to ‘vulnerability’ and county lines
, 146–147
vulnerability-transgression nexus
, 15–16
Vulnerable
, 87, 90, 144
children
, 141
Whole-school approach
, 67–68
Working Together to Safeguard Children
, 4–5, 142
Working-class
, 25
Young carers
, 97–99
identification and recognition
, 99–100
impact of providing care on young carers’ well-being and opportunities
, 100–101
school experiences
, 101–103
Young people
, 120, 130, 134, 141
in care
, 121–122
context of young people’s lives
, 142–143
Youth Work
, 8, 142–143
- Prelims
- Section One Safeguarding, Vulnerability, Family Functioning
- 1 Why Schools, Why Now and Why Safeguarding
- 2 Schools and Safeguarding: Thinking Through Spaces and Contexts of Vulnerability and Harm
- 3 Vulnerability or Vulnerabilities: Contestation of Applied Markers of Identity
- 4 Vulnerability – Labels and Labelling
- 5 Understanding Need and Challenging Perceptions of Family Functioning in Relation to Parental Substance Use and Misuse
- Section Two Enhancing Pupil Engagement and Teaching Practice
- 6 Complex and Hidden Lives
- 7 Nobody Is ‘Special’: The Application of a Community of Practice to Arrive at Being ‘Ordinary’ Within the Classroom: A Model of Diversity
- 8 Teacher Agency and Negative Labelling
- 9 A Manifesto for Attuned Teaching
- 10 Not So Textbook: Understanding the School Experiences of Young Carers
- Section Three Understanding the Nature of Concerns and Risk
- 11 Understanding How Perceptions of Children Shape Perceptions of Risk and Needs in Relation to Safeguarding Concerns in Schools
- 12 Just a Bottle in the Park: Alcohol Use in Vulnerable Children
- 13 Illicit Substance Use, Poly Use, Game Playing and Increased Vulnerability
- 14 County Lines
- 15 Food Insecurity in School-Aged Children
- Index