Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Emotional and Behavioural Difficulties on 26/05/2017, available online: http://www.tandfonline.com/10.1080/13632752.2017.1331971
Accepted author manuscript, 529 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Creating a whole school ethos of care
AU - Warin, Joanna
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Emotional and Behavioural Difficulties on 26/05/2017, available online: http://www.tandfonline.com/10.1080/13632752.2017.1331971
PY - 2017/8
Y1 - 2017/8
N2 - This paper raises questions about schools as positive models of caring societies. Against a background of growing concern for the mental health of children it addresses the centrality of ‘nurture’ and its close cousin ‘care’ as a whole school value, theorised as both a means and an end of schooling. How might school leaders communicate a principle of mutual care and inspire whole school commitment from staff, pupils and parents? Discussion is informed by qualitative data (interviews, focus groups and observations) from a comparative study of seven schools in the NW of England which use the principles and practices of nurture groups. Three demonstrated strong leadership based on ‘deep care’ and an emphasis on ongoing relationships with children. The paper concludes that leadership, as evidenced in the good practice reported here, can go some way towards bringing about the ideal of a whole school ethos of care.
AB - This paper raises questions about schools as positive models of caring societies. Against a background of growing concern for the mental health of children it addresses the centrality of ‘nurture’ and its close cousin ‘care’ as a whole school value, theorised as both a means and an end of schooling. How might school leaders communicate a principle of mutual care and inspire whole school commitment from staff, pupils and parents? Discussion is informed by qualitative data (interviews, focus groups and observations) from a comparative study of seven schools in the NW of England which use the principles and practices of nurture groups. Three demonstrated strong leadership based on ‘deep care’ and an emphasis on ongoing relationships with children. The paper concludes that leadership, as evidenced in the good practice reported here, can go some way towards bringing about the ideal of a whole school ethos of care.
KW - Care
KW - nurture
KW - whole school
KW - leadership
U2 - 10.1080/13632752.2017.1331971
DO - 10.1080/13632752.2017.1331971
M3 - Journal article
VL - 22
SP - 188
EP - 199
JO - Emotional and Behavioural Difficulties
JF - Emotional and Behavioural Difficulties
SN - 1363-2752
IS - 3
ER -