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  • 8mCreating a whole school ethos of care

    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

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Creating a whole school ethos of care

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Creating a whole school ethos of care. / Warin, Joanna.
In: Emotional and Behavioural Difficulties, Vol. 22, No. 3, 08.2017, p. 188-199.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Warin, J 2017, 'Creating a whole school ethos of care', Emotional and Behavioural Difficulties, vol. 22, no. 3, pp. 188-199. https://doi.org/10.1080/13632752.2017.1331971

APA

Warin, J. (2017). Creating a whole school ethos of care. Emotional and Behavioural Difficulties, 22(3), 188-199. https://doi.org/10.1080/13632752.2017.1331971

Vancouver

Warin J. Creating a whole school ethos of care. Emotional and Behavioural Difficulties. 2017 Aug;22(3):188-199. Epub 2017 May 26. doi: 10.1080/13632752.2017.1331971

Author

Warin, Joanna. / Creating a whole school ethos of care. In: Emotional and Behavioural Difficulties. 2017 ; Vol. 22, No. 3. pp. 188-199.

Bibtex

@article{7803b38dd7dc45e889e81d11583486d2,
title = "Creating a whole school ethos of care",
abstract = "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 {\textquoteleft}nurture{\textquoteright} and its close cousin {\textquoteleft}care{\textquoteright} 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 {\textquoteleft}deep care{\textquoteright} 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.",
keywords = "Care, nurture, whole school, leadership",
author = "Joanna Warin",
note = "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",
year = "2017",
month = aug,
doi = "10.1080/13632752.2017.1331971",
language = "English",
volume = "22",
pages = "188--199",
journal = "Emotional and Behavioural Difficulties",
issn = "1363-2752",
publisher = "Taylor & Francis",
number = "3",

}

RIS

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 -