Supporting the learning and wellbeing of vulnerable students is an important yet challenging part of school educators’ work. The purpose of this paper is to investigate advice-seeking patterns around the issue of supporting the learning and wellbeing of vulnerable students, among professional staff in six English secondary schools. The paper focuses on investigating variation in advice-seeking patterns among schools, exploring the association between these patterns and staff perceptions of the school climate for collaboration, and examining how these informal advice-seeking patterns relate to formal support arrangements in the schools.,A mixed-methods approach that combined findings from social network analysis with in-depth interviews was used.,It was found that advice-seeking patterns among staff vary substantively, even among similar schools. Furthermore, schools with more cohesive and reciprocal advice networks also showed a stronger climate for collaboration (i.e. mutual respect and distributed leadership). Also, formal organizational structures and informal advice-seeking structures showed coherence in the sample, as formally designated leaders, such as the Headteacher and the Special Educational Needs Coordinators, were generally highly central to their schools’ advice network.,This study advances the field as there is little research that examines the social networks of educators in England, and no previous studies that explore teacher advice-seeking networks in relation to supporting vulnerable students, internationally.

中文翻译：

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学校工作人员关于为弱势学生提供支持的建议模式

支持弱势学生的学习和福祉是学校教育工作者工作的重要但具有挑战性的一部分。本文的目的是在六所英语中学的专业工作人员中，围绕支持弱势学生的学习和福祉的问题，研究咨询建议模式。本文的重点是调查学校之间寻求咨询模式的差异，探索这些模式与员工对学校合作氛围的理解之间的联系，并研究这些非正式的寻求咨询模式与学校的正式支持安排之间的关系。使用了混合方法方法，将社交网络分析的结果与深入的访谈相结合。发现，即使在相似的学校中，员工之间的咨询建议模式也存在很大差异。此外，拥有更多凝聚力和互惠咨询网络的学校也显示了更强的合作氛围（即相互尊重和分布式领导）。同样，正式的组织结构和非正式的咨询结构在样本中也表现出一致性，因为正式任命的领导者（例如校长和特殊教育需求协调员）通常是其学校咨询网络的核心。因为很少有研究检查英格兰教育者的社交网络，也没有以前的研究探索与国际上支持弱势学生有关的教师咨询网络。相互尊重和分布式领导）。同样，正式的组织结构和非正式的咨询结构在样本中也表现出一致性，因为正式任命的领导者（例如校长和特殊教育需求协调员）通常是其学校咨询网络的核心。因为很少有研究对英格兰教育者的社交网络进行研究，而且以前没有关于在国际上探索与支持弱势学生有关的教师咨询网络的研究。相互尊重和分布式领导）。同样，正式的组织结构和非正式的咨询结构在样本中也表现出一致性，因为正式任命的领导者（例如校长和特殊教育需求协调员）通常是其学校咨询网络的核心。因为很少有研究对英格兰教育者的社交网络进行研究，而且以前没有关于在国际上探索与支持弱势学生有关的教师咨询网络的研究。