ABSTRACT

This paper explores the peer relationship experiences of 23 primary-school children who had been designated as “lower-attaining”. It is written against the backdrop of the mental health crisis among young people in Britain. Using John Macmurray’s principles of equality and freedom as underpinning positive personal relationships, it investigates how “lower-attaining” children experience their peer relationships in a climate where attainment in mathematics and English is politically prioritised over the nurturing of positive relationships. We drew on the recent literature pertaining to peer relationships in general; and peer relationships among “lower-attainers” in particular. We build on the assumption that positive personal relationships support creative learning and high attainment. Using 107 extended individual and paired/triad activity-interviews as well as lesson observations every term over six school terms, we carried out research in four sample primary-schools. Our findings illustrated the high value put on friendships by sample children, despite a strong emphasis in schooling on individual competition. The children described instances of feeling troubled by their relationships; and their “low-attainment” status appeared to be linked to some, if not many, of their troubles. They sometimes felt excluded from the main body of their classes due to emphasis on high-attainment. We conclude by proposing a greater emphasis on collaboration and the nurturing of relationships in schooling, which in turn could support these children’s creative learning and attainment.

摘要

本文探讨了 23 名被认定为“成绩较差”的小学生的同伴关系经历。它是在英国年轻人心理健康危机的背景下写成的。使用约翰麦克默里的平等和自由原则作为积极人际关系的基础，它调查了在数学和英语的成就在政治上优先于培养积极关系的环境中，“低成就”儿童如何体验他们的同伴关系。我们借鉴了最近关于一般同伴关系的文献；尤其是“低成就者”之间的同伴关系。我们建立在积极的人际关系支持创造性学习和高成就的假设之上。我们在六个学期内每学期使用 107 次扩展的个人和配对/三合会活动访谈以及课堂观察，在四所样本小学进行了研究。我们的研究结果表明，尽管学校强调个人竞争，但样本儿童对友谊的重视程度很高。孩子们描述了对他们的关系感到困扰的例子；他们的“低成就”地位似乎与他们的一些问题有关，如果不是很多的话。由于强调高成就，他们有时会感到被排除在班级主体之外。最后，我们建议在学校教育中更加强调合作和培养关系，这反过来又可以支持这些孩子的创造性学习和成就。