Kennedy, Emma-Kate (2018) Relational supervision as a tool to prevent early school leaving (ESL): Collaborative working to promote reflection and learning about oneself-in-role. In: EMPAQT International Conference on Policies and Practices for the Prevention of Early School Leaving, 3rd - 4th May 2018, Maltepe University, Istanbul, Turkey. Full text available

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Abstract

In 2017, 66,000 people aged 16-17 years in the UK were not in education, employment or training (NEET). This was 5% of all 16-17 year olds. Studies that have explored preventing young people from becoming NEET emphasise the importance of consistent and positive relationships in programmes led by accessible, approachable and relatable adults. Many young people who leave school early or who are at risk of doing so are particularly vulnerable. This may be because of physical health problems, caring responsibilities, difficult family circumstances, mental health needs and/or special educational needs and disabilities (SEND). These young people’s lived experience is often very painful for the staff working with them to bear. Supportive and reflective spaces for these adults to acknowledge and process distressing feelings that are stirred up when doing this work are required. However, the current turbulent social-political and professional context in the UK, along with the historical place of supervision for teachers, often means such spaces are rare. This workshop is an attempt to explore some of the challenges facing teachers, and to offer one potential approach to facilitate practitioners reflecting on their practice, to learn about themselves and the work they do and ultimately to be sufficiently supported to provide the kinds of relationships with young people that enable educational access, participation and achievement.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	Groups & Organisations > Occupational Groups Learning & Education > Educational Psychology
Department/People:	Children, Young Adult and Family Services
URI:	https://repository.tavistockandportman.ac.uk/id/eprint/1849

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