Perspectives on safeguarding and child protection in English schools: the new educational landscape explored
Perspectives on safeguarding and child protection in English schools: the new educational landscape explored
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英国学校保障和儿童保护的视角：探索新的教育格局
DOI：
10.1080/00131881.2019.1677167
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发表时间：
2019
影响因子：
3.5
通讯作者：
Baginsky M
中科院分区：
文献类型：
--
作者：
Baginsky M
背景：英国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，转介到儿童社会关怀服务的人数急剧增加，加上预算压力，促使地方当局通过强调其他机构在向儿童和家庭提供早期帮助方面的作用来寻求管理需求。 目的：本文从地方当局内雇用的高级教育和儿童社会关怀专业人员的角度重点关注学校参与保障和儿童保护的情况。它考虑了政策制定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）以及对那些被认为面临重大伤害风险的人进行干预（儿童保护）的法定职责。这项研究是一项研究的初步阶段，旨在调查学校在儿童保护方面的决策、参与多机构工作以及学校可获得的支持。方法：对英格兰 20 个地方当局的 68 名从事儿童社会关怀或教育服务工作的专业人员进行了范围访谈，这些地方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笔录进行定性分析。分析包括主题框架的确定、映射和解释。调查结果：对丰富的访谈数据进行深入分析，可以探索参与者的观点，从而阐明并深入了解一些正在挑战学校和地方当局以及支持他们的机构的新压力。确定的关键因素是： 增加学校自主权；转介到儿童社会护理服务的比率呈上升趋势，并且获得这些服务的门槛不断提高；结论：这项初步研究的结果表明，地方当局在与分散的教育界合作时面临着新的挑战：虽然法定责任仍然存在，但履行这些责任的渠道已被严重削弱。
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.
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