Digital Wellbeing Updates- November 2022 (2)- WIZE
Please see below for Digital Wellbeing Updates-
Planning Event, 22nd NovemberAt this free hybrid event for Scotland you’ll hear from UK Safer Internet Centre, Internet Watch Foundation and Ofcom about the Safer Internet Day campaign, free educational materials and the latest trends and research into children’s online lives. Safer Internet Day 2023 Planning Event Scotland Tickets, Tue 22 Nov 2022 at 13:00 | EventbriteEducational ResourcesUK Safer Internet Centre has released a set of online safety educational resources to support professionals working with or for children and young people. The resources are tailored to 3– to 18-year-olds and include lesson plans, assemblies, games and other activities for children.Educational Resources – UK Safer Internet Centre
Internet Safety Day 2023- Free Hybrid Planning Event! – Digital Wellbeing
Safer Internet Day Planning Event, 22nd NovemberAt this free hybrid event for Scotland, you’ll hear from UK Safer Internet Centre, Internet Watch Foundation and Ofcom about the Safer Internet Day campaign, free educational materials and the latest trends and research into children’s online lives. Book your ticket to watch the livestream or attend in person in Edinburgh on 22nd NovemberSafer Internet Day 2023 Planning Event Scotland Tickets, Tue 22 Nov 2022 at 13:00 | Eventbrite
Digital Wellbeing Updates- November 2022- Online Safety
Childline campaign to help children at risk of sexual exploitationChildline has launched a new campaign ‘The Full Story’ to connect more young people at risk of, or experiencing sexual exploitation with Childline. Short films using real Childline cases and posters have been developed to support the campaign.The Full Story | ChildlineLeah’s Story | The Full Story | Childline – YouTubeOnline harm and abuse – findings and learning from case reviewsNSPCC Learning has published a summary of findings and learning around online harm and abuse from case reviews published between 2015 and 2022.Online harm and abuse: learning from case reviews | NSPCC Learning
WIZE-Digital Wellbeing Updates- October 2022
Victim blaming languageThe UK Council for Internet Safety has produced guidance for professionals in education settings on how to effectively challenge victim blaming language and behaviours when talking about the online experiences.Challenging victim blaming language and behaviours when dealing with the online experiences of children and young people – GOV.UK (www.gov.uk)Safer Internet Day Planning Event, 22nd NovemberAt this free hybrid event for Scotland, you’ll hear from UK Safer Internet Centre, Internet Watch Foundation and Ofcom about the Safer Internet Day campaign, free educational materials and the latest trends and research into children’s online lives. Book your ticket to watch the livestream or attend in person in Edinburgh on 22nd NovemberSafer Internet Day 2023 Planning Event Scotland Tickets, Tue 22 Nov 2022 at 13:00 | EventbriteResponding to nude image sharing: elearning courseNSPCC Learning has launched a new course to help designated child protection leads understand the risks around children sharing nude images and how to respond appropriately. Please note there is a charge to undertake this course.Sharing nudes and semi-nudes training | NSPCC LearningDigital ResilienceThe University of East Anglia (UEA) has conducted research in England on how to help children ages 8-12 recognise, manage and recover from online harm.Using a socio-ecological framework to understand how 8–12-year-olds build and show digital resilience: A multi-perspective and multimethod qualitative study | SpringerLink
Understanding Emotionally Based School Avoidance- Seminar and Links- Mentally Healthy Schools
The following links take you to the slides of a presentation shared by Anna Freud’s Mentally Healthy Schools department. It is the property of https://www.annafreud.org/
Who state that – ‘ You are welcome to use the presentation and seminar as long as they are credited to the Anna Freud Centre and not used on any platform that charges it’s users, as our materials are free.’
We are very grateful to the Anna Freud National Centre for kindly giving us permission to share these resources.
Understanding emotionally-based school avoidance seminar 29.09
24 School Absenteeism and Educational Attainment
24.School absenteeism and educational attainment- Evidencefrom the Scottish Longitudinal Study- Klein et al School Absenteeism and Educational Attainment–
Evidence from the Scottish Longitudinal Study, May 2022- Authors: Markus Klein, Edward Sosu, Esme Lillywhite
Forth Valley and West Lothian Regional Improvement Collaborative
Attendance Focus: August -October 2022
Research Summary
| Research reference (with link) |
| School Absenteeism and Educational Attainment- Evidence from the Scottish Longitudinal Study, May 2022– Authors: Markus Klein, Edward Sosu, Esme Lillywhite |
| Research methodology / Data Collection methods |
| The data used in this study comes from the Scottish Longitudinal Study (SLS), a large-scale, anonymised record study linking various administrative and statistical data in Scotland. Using semi –random birthdates, the study covers 5.3% of the Scottish population. The researchers also included 2001 census data linked to administrative school records and Scottish Qualification Authority (SQA) data from 2007 to 2010. The administrative school records included reasons for absence, while the SQA data provided records of exam grades. The census data allowed the researchers to adjust their analyses for key household socioeconomic information and background characteristics. They took into consideration two student cohorts who were in their last year of compulsory schooling (S4) in 2007 and 2008 respectively and who were followed into the final year of post-compulsory schooling (S6) in 2009 and 2010. |
| Key relevant findings |
| The study sought to ascertain if absenteeism had an overall link to attainment in national examinations taken at the end of compulsory schooling (S4) and post- compulsory schooling S5/S6 and also to examine whether the link between absenteeism and attainment varies with the reason for absence (truancy, sickness absence, exceptional domestic circumstances, and family holidays).
When the researchers focused on S4 they discovered that overall absences negatively impacted on educational attainment. ‘A one percentage point increase in days absent was associated with a decrease of 3% of a standard deviation in tariff scores*.’ That essentially is a 3% decrease in educational attainment. They also discovered different types of absence were linked with attainment. For example- Sickness or Truancy Absence- A 1% point increase translated into a 4% standard deviation in academic achievement Family Holidays—A 1% point increase translated into a 3% standard deviation in academic achievement Exceptional domestic circumstances- were associated with a drop of 2% standard deviation in academic achievement When looking at S5/6 the researchers found again that overall absences had a negative influence on academic achievement. In summary the researchers found- 1. School absences are detrimental to educational attainment in national exams at the end of compulsory (S4) and post-compulsory schooling (S5/S6) in Scotland. 2. Truancy, sickness-related absences, and absences due to exceptional domestic circumstances each have a unique negative impact on educational attainment at both stages. 3. The findings suggest three additional pathways through which absence may affect academic achievement: a behavioural pathway, a health pathway, and a psychosocial pathway. 4. The research challenges previous assumptions that unexcused absences are more harmful than excused absences and calls for equal emphasis on tackling all forms of school absence. Research and interventions need to focus on mitigating the harmful consequences of school absenteeism, considering the reason for absence. |
| Questions research raises |
| How will you ensure that all staff have an understanding that any absence, excused or unexcused, has an impact on attainment?
How will your establishment use your data on types of absence to provide a considered approach when adopting interventions that are fit for purpose? |
| Follow up reading suggestions |
| Eaton, D. K., Brener, N., & Kann, L. K. (2008). Associations of health risk behaviors with school absenteeism. Does having permission for the absence make a difference? Journal of School Health, 78(4), 223–229. https://doi.org/10.1111/j.1746-1561.2008.00290.x
Klein, M., Sosu, E. M., & Dare, S. (2022). School Absenteeism and Academic Achievement: Does the Reason for Absence Matter? AERA Open. https://doi.org/10.1177/23328584211071115 |
* We measured absenteeism by the proportion of days a pupil was absent from school during S4 and S5. The possible reasons for absence were truancy, sickness absence, exceptional domestic circumstances, and family holidays. Educational attainment was measured using grades from the national exams given at the end of S4 and S5/S6. We then converted information on number of subjects taken, level of difficulty, and grades into an extended version of the Universities and Colleges Admissions Service (UCAS) tariff points score (for more details, see section 3.3 in Scottish Government, 2012).
WIZE- Digital Wellbeing- Safer Internet Day
Safer Internet Day -Theme Announced !The UKSIC has announced the theme for next year’s Safer Internet Day, taking place on 07 February 2023. The theme, ‘Want to talk about it? Making space for conversations about life online’ will focus on encouraging children and young people to shape the online safety support that they receive.Theme announced for Safer Internet Day 2023! – UK Safer Internet Centre
School Attendance Problems: A Research Update and Where to Go
| Research reference (with link) |
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School Attendance Problems: A Research Update and Where to Go Malin Gren Landell (ed) Jerringfonden, 2021 |
| Research methodology / Data Collection methods |
| This anthology collates the most up to date research from a range of academic researchers based on studies in Australia, Belgium, Canada, Denmark, France, German, Japan, the Netherlands, Norway, Spain and the USA. This anthology is produced following an initiative from the Jerring Foundation, in Sweden. Its aim is to provide up-to-date research on school attendance problems and to convey recommendations and inspiration for future studies. Hopefully, this anthology will be of value for various stakeholders, such as researchers, educators, policymakers, parents, and students. |
| Key relevant findings |
The book covers articles regarding the following topics:
Covers power of school attendance data, building early detection systems to prevent chronic absenteeism, early identification of attendance problems, school-related risk factors
Functional risk-profiles of moderate school attendance problems, school-refusal assessment: The school refusal evaluation scale
Exploring the voices of young people in school absenteeism: What schools need to know, teacher role in absenteeism: Discrimination, identity and intersectionality, parents and school attendance
School attendance problems from the perspective of child and adolescent psychiatry, Psychological interventions for school refusal and truancy, Where to go from here?
Problematic school absenteeism is associated with poor school performance, loneliness, mental health problems, antisocial problems and long-term outcomes like unemployment.
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| Questions research raises |
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Does this anthology add to our understanding of school attendance problems (SAP)?
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| Follow up reading suggestions |
| The anthology details extensive research for each of the sections.
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Closing the Gap Between Theory and Practice Conceptualisation of a School‑Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers
| Research reference (with link) |
| Closing the Gap Between Theory and Practice Conceptualisation of a School‑Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers
Amy Hidges, Reinie Cordier, Annette Joosten, Helen Bourke – Taylor, 2021 |
| Research methodology / Data Collection methods |
| This paper outlines an intervention designed to improve the participation of students on the autism spectrum. The intervention was developed through consultation, surveys, focus groups and studies. |
| Key relevant findings |
| Research on pupils with ASD indicates that students on the Autism Spectrum experience school participation restrictions, are more likely to experience bullying, have less social support and are more likely to be suspended than their typically developing peers. There are limited interventions available that specifically target improving student participation in school.
The authors designed a theoretical model detailing ASD characteristics, participation barriers, participation enablers and intervention techniques as shown below based on studies of relevant literature. The solid lines between the factors indicate that literature strongly supports the links between them, a dotted line indicates that there is only emerging evidence of links between them.
Social and cultural environmental factors influencing participation such as peer and teacher understanding of ASD, teacher knowledge and skills in supporting pupils with ASD etc have not been included in the model, however the authors note that these are also factors that can influence participation. To effect changes in the barriers to participation it is suggested that participation enablers are implemented through intervention strategies.
Following the literature review, surveys and focus groups an intervention programme was designed which included: (a) professional learning for teachers and school leadership staff (b) teacher-led whole class lesson plans (c) peer training for selected pupils (d) activity ideas to incorporate key whole school messages € weekly parent handouts for parents participating in the intervention. The intervention was entitled ‘In My Shoes’ and was aimed at improving the participation of primary school students between 8 and 10 years old. The intervention programme was designed to be delivered to all students, not just those with ASD, over 10 weeks, and focused on understanding strengths and differences, identifying behaviours that promote acceptance, inclusivity and a sense of feeling valued. The next steps for the study were to evaluate the feasibility, fidelity and effectiveness of the programme, therefore no conclusions have been drawn around the impact of this intervention on promoting inclusion for pupils with ASD.
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| Questions research raises |
| How effective are our interventions to promote attendance for pupils with ASD?
How well do we educate staff and pupils on understanding ASD and recognising the barriers to participation for pupils on the Autism spectrum? |
| Further Reading |
| Bambara, L., Cole, C., Kunsch, C., Tsai, S., & Ayad, E. (2016). A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 27, 29–43.
Batten, A., Corbett, C., Rosenblatt, M., Withers, L., & Yuille, R. (2006). Make school make sense. Autism and education: The reality for families today. National Autistic Society. Fletcher-Watson, S., Adams, J., Brook, K., Charman, T., Crane, L., Cusack, J., et al. (2018). Making the future together: Shaping autism research through meaningful participation. Autism, 23(4), 943–953. Hodges, A., Cordier, R., Joosten, A., & Bourke-Taylor, H. (2021). Expert consensus on the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD: A Delphi study. Focus on Autism and Other Developmental Disabilities.
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