Overview

Drawing from relational and trauma-informed approaches, Reimagining Education explores ways to design and sustain a successful school system, through the eyes and experiences of children and young people. Chapters consider a range of themes, from mentally healthy schools to attendance and academic pressure, to build the vision of a compassionate school where no child is left behind or excluded. Each topic is introduced through the voices and views of children, who reflect on their experiences and tell us what would make it better and create a sense of belonging for all. These themes are explored alongside key psychological theory, before accessible strategies and recommendations for change are introduced. Centring the views of children and young people, this essential guide focuses on developing an education system fit for the workforce of the future, based on skills, humanity, compassion and citizenship. It will be valuable reading for all teachers, pastoral staff, educational leaders and educational psychologists.

Full Product Details

9781032980638

Table of Contents

Reviews

""Reimagining Education is a landmark contribution to the education debate. Drawing on the painstaking analysis of contributions from thousands of children and young people, the authors place their voices – so often overlooked – front and centre. Despite the range and richness of these testimonies, a strikingly consistent message emerges: huge numbers of children and young people are suffering because of the way in which the education system is currently configured. In this context, maintaining the status quo is not just unsustainable – it is indefensible. What makes this book so powerful is that it doesn’t stop at critique. Drawing on the principles of self-determination theory – autonomy, competence and relatedness – it offers a compelling vision of what a more humane, inclusive, psychologically-informed education system would look like. If you want to know what young people really think about school – and what they need instead – look no further."" James Mannion, Director of Rethinking Education. ""This gem of a book is an extraordinary triumph: proof that not only is it possible to capture and raise up the voices of children and young people, but also imperative; necessary. Here we find children’s direct words and experiences woven seamlessly into psychological theory, tracking into implications for practice which will undoubtedly stir and inspire the thoughts and hearts of its readers. To echo a metaphor threaded through this seminal work, the sea change called for here is on the horizon. Will the education system, and every cog and person within it, answer the call?"" Dr Nicole Schnackenberg, Child, Community and Educational Psychologist. ""A powerful and thought-provoking read that invites us all to truly ‘Think Differently’. This book brilliantly captures the heart of relational practice, offering both inspiration and theory-based guidance. Through insightful reflections and actionable models, it lays out a compelling vision for creating psychologically and physically safe schools where every individual feels a genuine sense of belonging. A must-read for anyone committed to transforming education through connection and care."" Phil Willott, Director of Education, Raleigh Education Trust.

Author Information

Maddi Popoola is a service manager for the Mental Health Support Team in Nottingham City. She has been working in various roles within education since 2004, including mainstream primary, secondary and alternative provision settings. Maddi qualified as an Educational Psychologist (EP) in 2018 and is the co-founder of a mental health support website, www.NottaAlone.org.uk. Sarah Sivers has worked as a Child, Community and Educational Psychologist for over 11 years and with children and young people with additional needs for over 20 years. She has engaged in pupil views research to explore children and young peoples’ views and experiences and to use what they have shared to generate discussions and create change. Louise McDonagh has worked in a range of schools since 2006, including in a role as Vice Principal in an inner-city academy, with responsibility for safeguarding and behaviour. Louise has also been a member of a Mental Health Support Team, leading on whole school approaches to mental health and trauma informed approaches.

Tab Content 6

Countries Available