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Perspectives on safeguarding and child protection in English schools: the new educational landscape explored
Educational Research ( IF 2.968 ) Pub Date : 2019-10-02 , DOI: 10.1080/00131881.2019.1677167
Mary Baginsky 1 , Jenny Driscoll 2 , Jill Manthorpe 1 , Carl Purcell 1
Affiliation  

ABSTRACT Background: Changes in England’s education policy have increased the autonomy of schools, thus substantially altering the nature of the role played by local government. Concurrently, a sharp rise in referrals to children’s social care services, together with budgetary pressures, have led local authorities to seek to manage demand by emphasising the role of other agencies in providing early help to children and families. Purpose: This article focuses on schools’ engagement with safeguarding and child protection from the perspective of senior education and children’s social care professionals employed within local authorities. It considers the effect of policy developments on the relationship between local authorities and schools in meeting their statutory duties to identify and support vulnerable children and families (safeguarding) and intervening in those considered to be at risk of significant harm (child protection). This research was undertaken as the preliminary stage of a study investigating schools’ decision-making in child protection, their engagement in multi-agency working and the support available to schools. Methods: Scoping interviews were conducted with 68 professionals working in children’s social care or education services in 20 local authorities across England that varied in terms of geographical location and socio-economic diversity. Interview transcripts were analysed qualitatively, using a two-phase process. The analysis included the identification of a thematic framework, mapping and interpretation. Findings: In-depth analysis of the rich interview data allowed exploration of the participants’ perspectives, which elucidate and give insight into some of the emerging pressures that are challenging schools and local authorities, as well as the agencies supporting them. Key factors identified were: increasing school autonomy; the upward trend in the rate of referral to children’s social care services and rising thresholds for accessing those services; and the availability and nature of ‘early help’ for children not meeting the threshold for social care intervention. Conclusions: Pending later data gathered through surveys and directly from schools, the findings from this preliminary study suggest that local authorities face new challenges in working with a fragmented educational community: while their statutory responsibilities remain, the channels by which they are carried out have been severely weakened.

中文翻译:

英语学校保护和儿童保护的观点:探索新的教育格局

摘要背景:英格兰教育政策的变化增加了学校的自主权,从而大大改变了地方政府所扮演角色的性质。与此同时,转介儿童社会护理服务的人数急剧增加,加上预算压力,导致地方当局通过强调其他机构在为儿童和家庭提供早期帮助方面的作用来设法管理需求。目的:本文从地方当局雇用的高级教育和儿童社会护理专业人员的角度,重点关注学校在保障和儿童保护方面的参与。它考虑了政策发展对地方当局和学校之间关系的影响,以履行其识别和支持弱势儿童和家庭(保护)的法定职责,并干预那些被认为有重大伤害风险的人(儿童保护)。这项研究是作为调查学校在儿童保护方面的决策、他们参与多机构工作以及为学校提供的支持的研究的初步阶段而进行的。方法:对英格兰 20 个地方当局的 68 名从事儿童社会护理或教育服务的专业人员进行了范围界定访谈,这些地方当局的地理位置和社会经济多样性各不相同。使用两阶段过程对访谈记录进行定性分析。分析包括确定专题框架、绘图和解释。发现:对丰富的访谈数据进行深入分析,可以探索参与者的观点,阐明并洞察一些正在挑战学校和地方当局以及支持他们的机构的新兴压力。确定的关键因素是: 增加学校自主权;转介儿童社会护理服务的比率呈上升趋势,获得这些服务的门槛不断提高;以及未达到社会关怀干预门槛的儿童的“早期帮助”的可用性和性质。结论:等待通过调查和直接从学校收集的后续数据,
更新日期:2019-10-02
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