Improving GCSE outcomes for young people in care and other vulnerable groups through trauma-informed interventions to support agency for learning

通过创伤知情干预措施来支持学习机构，改善接受护理的年轻人和其他弱势群体的 GCSE 成绩

• 批准号: 2420946
• 金额: --
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2420946
• 关键词: Improving; GCSE; outcomes; young; people

For many reasons, our current education system is reaching a 'crisis'. Exclusion rates are sky high (7,900 in 2017/18) (Gov., 2019), the media is full of criticism of 'illegal exclusion' (Guardian, 2018), mental health difficulties in tenneagers and young adults have never been higher (NHS, 2018). Unfortunately, but not surprisingly, the most affected by these statistics are the disadvantaged, most vulnerable, students in our society, those that lie 'on the fringes'. Educational outcomes for looked after, previously looked after, and 'children in need' students are considerably below their peers as 'one of the lowest performing groups' (Sebba et al., 2015). However, attachment and trauma theory is beginning to appear vital for educational providers working with vulnerable students. The neuroscience behind the theory is starting to feed into the work of social workers, schools, researchers alike, and is beginning to suggest a way forward towards increasing vulnerable students' outcomes. The aim would therefore be to co-devise a new programme that is trauma-informed - i.e. engages with the neurobiological and psychosocial legacies of trauma - based around the following research questions: 1. What are the implications of childhood trauma for a young person's ability to engage successfully with a long-term educational enhancement programme? 2. How can existing programmes be adapted to best meet the needs of young people with the legacy of trauma, including training and support for relevant professionals? 3. What 'success milestones' might be used to evaluate the long-term impact of the adaptedprogramme on a young person's propensity to access higher education or other positive pathways?The study would also hope to draw some light onto how other educational providers - like schools - could be adapting their programmes to also be trauma-informed and improve outcomes too.

由于种种原因，我们目前的教育体系正在走向“危机”。排除率极高（2017/18年度为7,900人）（州长，2019年），媒体充满了对“非法排斥”的批评（卫报，2018年），青少年和年轻人的心理健康困难从未如此之高（NHS，2018年）。不幸的是，但并不奇怪，受这些统计数据影响最大的是我们社会中处境不利、最脆弱的学生，那些躺在边缘的学生。被照顾过的、以前被照顾过的和“有需要的儿童”学生的教育成果大大低于他们的同龄人，成为“表现最差的群体之一”（Sebba等人，2015年）。然而，依恋和创伤理论开始出现与弱势学生的教育提供者至关重要。这一理论背后的神经科学正开始融入社会工作者、学校和研究人员的工作中，并开始提出一种提高弱势学生成绩的方法。因此，我们的目标是共同设计一个新的方案，是创伤知情-即从事创伤的神经生物学和心理社会遗产-基于以下研究问题：1。童年创伤对年轻人成功参与长期教育提高方案的能力有何影响？2.如何调整现有方案，包括培训和支持相关专业人员，以最好地满足有创伤后遗症的年轻人的需要？3.什么样的“成功里程碑”可以用来评估调整后的方案对年轻人接受高等教育或其他积极途径的倾向的长期影响？这项研究还希望了解其他教育提供者--如学校--如何调整他们的课程，使其也了解创伤并改善结果。