The Ed Stu - Issue 5

The Ed Stu LIVERPOOL HOPE UNIVERSITY’S EDUCATION STUDENT NEWSPAPER ISSUE NO 5 | June 2021 VOLUME 1 STUDYING IN YOUR LATE THIRTIES Claire-Louise Corry, second year student in Education and Special Educational Needs, shares her educational journey as a student in her late thirties.

“NOT TODAY”: EXPERIENCING AND UNDERSTANDING PATHOLOGICAL DEMAND AVOIDANCE (PDA) Claire Glave, first year student in Education and Special Educational Needs discusses her son and his experiences of Pathological Demand Avoidance.

‘SHARP ELBOWS’ WON’T CUT THROUGH DISCRIMINATION AND BIAS ‘Natalia Wroblewska, first year student in Early Childhood and Education, explains why the

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Greetings from some of the journalists in this issue’s magazine, from left to right: Anna Davies, Claire-Louise Corry, Natalia Wroblewska, and Laura Fearnhead. government’s promotion of competition between school students might make inequality worse.’

LISTEN TO MARCUS RASHFORD: FREE SCHOOL MEALS MATTER Anna Davies, second year student in Single Honours Education explains how Free School Meals can best protect good nutrition and freedom from food anxiety.

PLUS… Master’s student Laura Fearnhead shares her findings from research about successful student behaviour management in a Birkenhead primary school.

First year student Claire Glave provides poetry about what it might be like to experience conditions on the autism spectrum, and the damage of labelling.

Studying in your late thirties Claire-Louise Corry, second year student in Education and Special Educational Needs, shares her educational journey as a student in her late thirties.

For second year student, Claire, her hard work and learning for her degree can be a source of happiness and strength (Photo by Steve Johnson on Unsplash)

It seems I have never been satisfied with the education I received at school.

Since leaving when I was sixteen, I have returned to study numerous times and much to my amazement; have achieved staggering success. I was never really encouraged during my school years; I did not have many hopes or aspirations.

What child does when they come from working class parents, who constantly struggle and barely make it through, pay check to pay check?

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I attended college in my late teens to gain the necessary grades needed to access higher education and took the plunge to apply to a university in Leeds.

I was accepted onto a teaching course with History as the main subject and I was elated! However, not long after the course began, I started to feel very out of my depth. The students were mostly extremely well educated, younger and significantly wealthier than me and it was showing in every aspect of university life.

“I attended college in my late teens … and took the plunge to apply to a university in Leeds … I started to feel very out of my depth. The students were mostly extremely well educated, younger and significantly wealthier than me and it was showing in every aspect of university life… A feeling I now understand to be cultural capital...I quit the course and started a new job.”

Confidence has never been a strong trait of mine; especially when it came to my education. You can imagine that a common girl like me; brought up on a council estate, felt like a fish- out- of- water surrounded by all these middleclass students. A feeling I now understand to be cultural capital.

Unfortunately, my young mind spiralled into negativity and convinced me I did not fit in and was not good enough to

“now, almost twenty years later I am back studying with Liverpool Hope at Holy Cross, at university level for a combined degree in Education and SEN. I am brimming with pride and completely ready for the challenge this time. It seems ageing has increased my confidence in my own abilities…I am loving every minute of learning.”

study at university-so I quit the course and started a new job.

I have always regretted this decision; and now, almost twenty years later I am back studying with Liverpool Hope at Holy Cross, at university level for a combined degree in Education and SEN. I am brimming with pride and completely ready for the challenge this time. It seems ageing has increased my confidence in my own abilities. I have a whole new attitude this time around and it is conveyed in my assignments, my contributions during lectures and my grades. Having a child has certainly pushed me to achieve more and aim higher, she is also very proud of her mummy and there is no better feeling.

In a little over a year, I will have graduated, and it is a moment I will cherish for the rest of my life. I will be the first in my family to have gained a BA (Hons) degree, and how delighted my parents will be. This course is a decision I made for myself and I am loving every minute of learning.

Challenging myself-proving that I have a growth- mind-set, I have never been happier. Studying in my late thirties is the best decision I ever made!

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“Not today”: experiencing and understanding Pathological Demand Avoidance (PDA) Claire Glave, first year student in Education and Special Educational Needs discusses her son and his experiences of Pathological Demand Avoidance.

For some individuals with Pathological Demand Avoidance, indirect or direct demands [symbolised above by loud speaker] can trigger anxiety and avoidance. (Photo by Oleg Laptev on Unsplash)

The perspectives and experiences of others are different from our own recognition of this can help to remove obstacles to human understanding.

I have written this article and the connected poem about Pathological Demand Avoidance (PDA), which is a condition on the autism spectrum that is experienced by my son. One aim of the article is to help to increase understanding of some of the potential perspectives and experiences of 4

individuals who have PDA. I also hope that by reading about and understanding PDA a bit more, it will help to increase comprehension of, and respect for, human diversity.

Autism, a well-known neurodevelopmental condition, currently affects 1 in 100 people. If we put this into context most of us will have had some contact with autistic children and adults in our lifetime, and many will

“A demand [which may cause anxiety in some individuals with Pathological Demand Avoidance] may not always be something verbal, it could be a selfimposed demand like needing to go to the toilet. When my son was younger he would avoid it at all costs until he couldn’t hold it any more.” be able to describe some of the wellknown autism traits. However, there are other less know autism spectrum conditions that fewer people recognise Pathological Demand Avoidance (PDA).

In the 1980s a developmental psychologist Elizabeth Newton saw a pattern of behaviours within children that did not completely fit within the autism profile. The central characteristic of these children was the need to be in control whilst avoiding the demands of everyday life. In 2007 the National Autistic Society (NAS) recognised PDA as an associated condition within the autism spectrum and included it into their information online.

Anxiety, although a common feature in those with autism, is much more

prevalent in individuals with PDA. It is this underlying anxiety that leads to a need to be in control and manage things and others around them. Children do avoid things at times such as homework, bed and chores but the difference between individuals with PDA is that they also avoid things that are more enjoyable – trips to the park, cinema, and holidays. These demands as nice as they seem all render my son incapable.

He will initially ignore the perceived demand then may become more verbal in saying no to eventually violent outbursts, sometimes lasting hours.

A demand may not always be something verbal, it could be a self-imposed demand like needing to go to the toilet.

When my son was younger he would avoid it at all costs until he couldn’t hold it any more. Other demands may be direct, implied, indirect or a consequence. Even asking a simple question can be a demand because it expects a response. When my son has finished school for the day, I do not ask him what he has done, I leave it to him to share if, and when, he wants.

To support an individual with PDA can be a bit of a conundrum at first, but there are some simple strategies that can work. Often asking questions in an indirect way is the best approach, along with distraction. So saying things like, “would you like to get dressed now or in five minutes” is a good strategy because although the demand to get dressed is still there it has been disguised and it gives the control back to the individual.

This works well with my son as well as lots of negotiation. Sometimes if the anxiety is extremely high even the smallest demand can seem like an up-hill struggle, so distraction can 5

To support an individual with PDA can be a bit of a conundrum at first, but there are some simple strategies that can work. Often asking questions in an indirect way is the best approach along with distraction. So saying things like, “would you like to get dressed now or in five minutes…” really help. This could be talking about a favoured TV character, a game or directing his focus to one of the many pets in our house!

Ruth Fidler (2020, p.4) an education consultant states that if PDA is not diagnosed or recognised children can struggle not only in school and in relationships, but mentally too.

“It is important to understand their distinct profile so that adults who support them are better equipped to develop approaches which have a more personalized and flexible emphasis than those used with other autistic children.”

I have written this short poem from the perspective of my son to try to step into and feel some of his experiences, and to share these with you:

You see I try but my brain says no You’re too bossy it says, so go I can’t go to the park it’s too dark out Ask me again and I will shout I’m not listening, I can’t hear The world outside holds too much fear Please understand I want to stay safe By being in control in my cave Let’s go tomorrow or another day But right now I’m staying away.

References Fidler, R, (2020) Understanding Pathological Demand Avoidance (PDA). The Link [online] Issue 16, 2019. thelinkissue16.pdf (speechandlanguage. info) [accessed 20/01/2021]

Useful websites / resources https://www.pdasociety.org.uk/ https://www.autism.org.uk/advice-andguidance/topics/diagnosis/pda www.autismassociates.co.uk

Useful books

NOT TODAY

Jane Sherwin, My daughter is not naughty (Jessica Kingsley Publishers, 2015).

I want to leave the house but my legs are dead

Phil Christie, Ruth Fidler, Margaret Duncan and Zara Healy, Understanding Pathological Demand Avoidance in Children (Jessica Kingsley Publishers, 2011).

I want to go to school but I can’t, I’m stuck to the bed I wish I could join in, I really do

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I want to enjoy parties and be like you

Sally Cat, PDA by PDAers (Jessica Kingsley Publishers, 2018).

Gloria Dura-Vila and Tamar Levi, Me and my PDA (Jessica Kingsley Publishers, 2018).

‘Sharp elbows’ won’t cut through discrimination and bias Natalia Wroblewska, first year student in Early Childhood and Education, explains why the government’s promotion of competition between school students might make inequality worse.

We need new ideas beyond ‘competition’ - discrimination in schools means that competition in education is rarely a fair fight, and worsens inequality.(Photo by Giancarlo Corti on Unsplash)

In the education system in contemporary Britain, students can be disadvantaged by factors such as socio-economic inequality, racism, and differing approaches towards those who identify as male or female. This article engages with these modes of disadvantage and how they are left unaddressed, or in some ways worsened, by some contemporary educational policy and actors.

The social class gap has a major impact on children’s equal opportunities and self-esteem and an ‘anyone can do it’

(Maslen, 2018, p. 602) approach which has recently been promoted by the government to address this gap seems incomplete. Diane Reay (2006, p. 300) has shown that children believe that if they aren’t successful in the educational route, they may end up doing something ‘naughty’ later in life. When girls from lower income families were questioned on how they think they will perform in their SATS, they had nothing good to say about themselves. This leaves us wondering why young pupils have so much disbelief in themselves. It is 7

“The social class gap has a major impact on children’s equal opportunities and selfesteem and an ‘anyone can do it’ (Maslen, 2018, p. 602) approach which has recently been promoted by the government to address this gap seems incomplete” clear that children from lower social classes are less valued and supported by teachers while Reay has proven that teachers are left ‘ill informed’, thinking that class is not an issue in today’s society. While 90 percent of students in one classroom raised issues around inequalities within the peer group when interviewed, teacher interviews showed that the teacher felt there were none (Reay, 2006, p. 302). Yet observations demonstrated that this teacher had been treating students very differently - giving middle class students almost twice the amount of positive feedback as that awarded to working class students. This suggests teachers’ lack of awareness of their bias.

Rebekah Nahai (2013) has discussed the homophily principle which suggests that people are sometimes drawn to those who are like themselves and perhaps this is why children have encountered situations in which their way of speaking has been pointed out and ridiculed by teachers who may speak differently (Reay, 2006, p. 297). These actions would only discourage students to speak up in class discussions and lower their self-esteem.

I believe that teachers need more awareness of their bias against working 8

class students who perhaps aren’t considered as worthy enough to be selected to share ideas in class, leaving them feeling ‘left out’ (Reay, 2006, p. 299). This most likely impacts on children’s confidence and performance.

Institutional racism is another obstacle that challenges the metaphorical ‘sharp elbows’ (Maslen, 2018) approach of pushing through a crowd to achieve something in life. Discrimination is a form of prejudice narrowing equal opportunities. It is a failure in the system impacting on employment and further education of people who experience it. It is clipping one’s wings and undermines children’s ambition, resulting in their disbelief that they can achieve something extraordinary.

Gillborn (2017, p. 859) shows that some Black students were failed in the recent past – unable to meet the ‘gold standard’ of getting A*s - Cs in Maths because they have been disproportionately entered for the Foundation Tier paper, on which the highest grade available is a D. The government’s strategy is to drill ambition into the minds of young people, yet Black children who have recently been disproportionately entered for Foundation Tier papers are left, helpless and vulnerable, because the education system is not even providing them with the option to achieve government goals.

This seems to undermine the 2010 Equality Act and article 2 of the United Nations Convention on the Rights of the Child (Unicef, 2020).

Inequality also arises from gender expectations. Renold (2001) shows that in schools there are still social expectations of ‘what’s for boys’ and ‘what’s for girls’. For instance, Renold

“teachers are left ‘ill informed’, thinking that class is not an issue in today’s society. While 90 percent of students in one classroom raised issues around inequalities within the peer group when interviewed, teacher interviews showed that the teacher felt there were none” found that in some schools, if girls weren’t interested in fashion, they didn’t meet the so called ‘norm’ among their peer group and were isolated. Girls also sometimes lack confidence to speak out in class, because they have to deal with hostile attitudes of teachers who describe them as ‘bossy’ or ‘overconfident’ (Renold, 2011, p. 584).

There also continue to be assumptions about what might make a boy-friendly educational environment, but Perry and Francis (2010) have shown that assumptions should not be made about what is best for boys according to gender stereotypes.

We should pay more attention to the limited amount of anti-racism policies within schools, provide teacher-training that combats discrimination based on class, gender, and race stereotypes, and continue to encourage a diverse teaching force that provides children with positive role models from a wide range of backgrounds. These changes would prevent us from turning a blind eye to the role of discrimination in inequality. These changes would remove the responsibility for creating equality from the shoulders of children, who are currently encouraged to

challenge unequal opportunity through competition, on to the government and schools who are entrusted with children’s care.

References Gillborn, D. (2017). ‘Moving the goalposts’, Education policy and 25 years of the Black/White achievement gap. British Educational Research Journal, p848-874. Available at: Moving the goalposts: Education policy and 25 years of the Black/White achi...: EBSCOhost (hope.ac.uk) [Accessed 19th November 2020] Maslen, J. (2018) ‘’Cracking the Code: the social mobility commission and education policy discourse.’’ Journal of Education Policy, p599-612.

Available at: Full article: Cracking the Code: the social mobility commission and education policy discourse (hope.ac.uk) [Accessed 23rd November 2020] Nahai, R. (2013). ‘Is meritocracy fair?’ A qualitative case study of admissions at the University of Oxford. Oxford Review of Education, p681-701. Available at: Is meritocracy fair?

A qualitative case study of admissions at the Universi...: EBSCOhost (hope.ac.uk) [Accessed 20th November 2020] Perry, E. et al Francis, B. (2010) ‘The social class gap for educational achievement’: a review of the literature, Available at: READING Induction Task Perry and Francis (2010) The Social Class Gap for Educational Achievement.pdf [Accessed 25 November 2020].

Reay, D. (2006)”The Zombie Stalking English Schools: Social Class and Educational Inequality.”

British Journal of Educational Studies, p288-307.

Available at: The Zombie Stalking English Schools: Social Class and Educational Inequality on JSTOR (hope.ac.uk) [Accessed 20th November 2020] Renold, E. (2001). ‘Square-Girls’, Femininity and the Negotiation of Academic Success in the Primary School. British Educational Research Journal, 27(5), 577-588. Available at: ‘SquareGirls’, Femininity and the Negotiation of Academic Success in the Primary School (hope.ac.uk) [Accessed 20th November 2020] Unicef.org.uk. 2020. [online] Available at: <https://www.unicef.org.uk/child-rightspartners/wp-content/uploads/sites/3/2016/08/ CRC_summary_leaflet_Child_Rights_Partners_ web_final.pdf> [Accessed 25 November 2020].

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Listen to Marcus Rashford: Free School Meals Matter.

Anna Davies, second year student in Single Honours Education explains how Free School Meals can best protect good nutrition and freedom from food anxiety.

Earlier last year, Marcus Rashford began his campaign on making Free School Meals (FSM) available for children when they are not in school, for example during the summer holidays.

Throughout the initial lockdown back in March-June food vouchers were given out to families who claim FSM. Rashford’s original movement was for food vouchers to families on FSM to be extended throughout the summer holidays. By talking about his own personal struggles when he was younger, he brought to the nation’s attention the difficulty many parents who claim FSM face every school holiday.

“the provision of FSM for children in the third lockdown has caused a lot of controversy and Rashford hasn’t hesitated to act [and] called out … [the] appalling food parcels provided for children who are on FSM”

It is our responsibility to ensure that food and freedom from food anxiety should be a right for all, not just some.

(Photo by Lan Nguyen on Unsplash).

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Rashford believes that children having FSM access is the ‘starting blocks’ for a better future (Butler, 2021).

He sees FSM as an opportunity for disadvantaged children to achieve their goals and dreams. In recent news,

the provision of FSM for children in the third lockdown has caused a lot of controversy and Rashford hasn’t hesitated to act. Rashford called out the government and companies like Chartwells for their lack of communication and appalling food parcels provided for children who are on FSM, Campbell and Weale, (2021).

Free School Meals (FSM) is an education policy that was set up in 1906 to provide every child who attended primary school with a nutritious meal. Legislation.gov.uk (2020). The fundamental aim of this policy was to improve the health of the nation in preparation for the world wars to come. Today however, the true aim of FSM remains unclear to me. Is it to combat child poverty? Provide children with a nutritious meal so that they can concentrate in class? Is it to give struggling parents peace of mind that their child will be fed? When asking yourself these questions, shouldn’t FSM strive to achieve all three aims?

According to the children’s society, at least 2.2 million children are living in poverty today. However only 1.1 million children who are eligible are claiming FSM (Full Fact, 2020). This means that half of children living in poverty are not receiving a FSM. This could be due to loopholes that parents can fall in to or possibly parents who are eligible not claiming them. Regardless of the reason, it is never the child’s fault.

At least half of children who are living in poverty are being failed by our government. A child does not ask to be born and they do not choose which household they are born into. Shouldn’t there be a reliable and effective policy

“Not every child is given the best start in life. The playing field is certainly not level. We must continue to pressurise the government for change and fight for the rights of every single child.” in place to make sure every single child who needs help gets it? Perhaps it is time for something new? A brand-new policy that leaves no child behind? Not every child is given the best start in life.

The playing field is certainly not level.

We must continue to pressurise the government for change and fight for the rights of every single child.

References Butler, P. (2021) Tony Blair backs cross-part calls for new child poverty strategy. The Guardian [online], 21 Jan. Available from: < Tony Blair backs cross-party calls for new child poverty strategy | Poverty | The Guardian> [accessed 4 March 2021] Campbell, L. and Weale, S. (2021) Rashford: something ‘going wrong’ with free school meal deliveries. The Guardian [online] 12 Jan. Available from: <Rashford: something ‘going wrong’ with free school meal deliveries | School meals | The Guardian> [accessed 4 March 2021].

Full Fact. (2021). Free school meals and Universal Credit. [online] Available from: < https://fullfact. org/education/free-school-meals-and-universalcredit/> [Accessed 22 Jan 2021].

Legislation.gov.uk. (2020). Education (Provision of Meals) Act 1906. [online] Available from :< http://www.legislation.gov.uk/ukpga/1906/57/ enacted> [Accessed 22 Jan 2021].

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“When the adult changes, everything changes” (Paul Dix, 2019). How changes in teacher approaches can improve student behaviour in schools Laura Fearnhead, Master’s student in Education Leadership and Management and Pedagogy, shares her findings from research about successful student behaviour management in a Birkenhead primary school.

Teacher approaches such as meeting and greeting each student before class reminds students that they are valued and important, improving behavior as a result. (Photo by George Pagan III on Unsplash)

In an educational context where Ofsted states that schools ensure minimum loss of learning time due to low-level disruption and misbehaviour (Ofsted, 2019), it is necessary for schools to have a uniformly applied whole school behaviour policy. The Master’s study that I conducted analysed the 12

effectiveness of such policies and individual behaviour management techniques that are used in schools. I did this by assessing the results of online questionnaires created for the study, and completed by primary teachers in a central Birkenhead primary school.

The questions prompted respondents

“…some of Dix’s techniques are very effective … when used in schools. For example, his techniques of ‘ready, respectful and safe’ which are 3 simple rules for the whole school to follow, [and] ‘meeting and greeting’ where teachers greet children at the classroom door every morning and welcome them in…” to consider the effectiveness of the whole school behaviour management policy that they have implemented in their school, and that has been inspired by the work of behaviour management expert, Paul Dix. In addition, this study analysed the Dix-inspired behaviour management techniques implemented in this school’s policy against other techniques used in wider literature.

Some key arguments that emerge from this research are that some of Dix’s techniques are very effective and some are less effective, when used in schools.

For example, his techniques of ‘ready, respectful and safe’ which are 3 simple rules for the whole school to follow, ‘meeting and greeting’ where teachers greet children at the classroom door every morning and welcome them in, ‘wonderful walking’ where children are expected to walk calmly and sensibly and ‘praise in public’ where children are given positive regard and praise when behaving well. This research shows

that ‘ready, respectful and safe’ and ‘meeting and greeting’ are the most popular techniques as most participants stated that this was very effective when regulating behaviour in their classroom and in many of the research questions, these techniques are continuously mentioned by participants.

However, there are some limitations of Dix’s work such as: he does not take into account special educational needs and disabilities (SEND) pupils in his book. This lack of information is something repeatedly mentioned by participants where they state that some of his techniques do not work for all pupils and they have to adapt it themselves- or use other measures- to combat this. Furthermore, Dix does not agree with merit and reward systems, calling them ‘token economies’ even though there is strong evidence that they are effective within a classroom.

As well as respondent evidence to this being an effective technique, other schools in the literature review, such as those researched by Payne (2015), used the merit system and found that it was effective for behaviour reform.

References Department for Education. (2019). Education inspection framework. Ofsted Dix, P. (2019). When the adult changes, everything changes. Seismic shifts in school behaviour. Wales: Independent Thinking Press.

Payne, R. (2015) Using Rewards and Sanctions in the Classroom: Pupils’ Perceptions of Their Own Responses to Current Behaviour Management Strategies. Educational Review 67.4 483–504.

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Yet another label.

Claire Glave, first year student in Education and Special Educational Needs

Let’s usher in light through understanding of the autism spectrum, and dismantle judgement and ignorance. (Photo by Dyu - Ha on Unsplash).

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Yet another label Oh, but he is too cute At least he is not one who is mute Does he have any special gifts?

You know like drawing or number tricks All kids hate change Being autistic is all the rage I bet he was only diagnosed for the money Nothing wrong with him, it is his mummy She cannot control him, he just needs a smack Give that kid to me, I will give him a whack Discipline and a firm hand are all he needs Not fussing and letting him do as he pleases None of this around in my day These special kids should be locked away.

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Contributors welcome Do you want to contribute to the January, 2022 edition of The Ed Stu? If so, please contact Rosie Germain with your idea at germair@hope.ac.uk All ideas welcome.

The Ed Stu T: 0151 291 3947 E: germair@hope.ac.uk Edited by Rosie Germain and designed by Liverpool Hope University Design Team.