Academic achievement in UK education policy and young people's mental health: a school based ethnography in London

这个人种学项目将研究学校教育和教育对年轻人心理健康的影响。近年来，国家中等教育课程越来越以目标为导向，评估和定期审查学生进展的频率有所增加。这种文化给年轻人带来了巨大的压力，我们知道，年轻人的心理健康问题（如焦虑和抑郁）正在稳步增加。这项研究将在伦敦的三所中学进行深入的人种学研究，以考虑目标驱动的学校政策对年轻人心理健康的影响。该项目将调查学生的日常学习经历及其持续评估如何影响他们的身份认同、自我意识和价值感。此外，它将特别关注最近两项旨在改善福祉的干预措施（无水平评估和快乐自我），因此它们有可能抵消目标驱动政策的一些负面后果。在一个身份形成通常被视为混乱、不明确和充满焦虑的年龄，我打算研究青少年的发展，以及社会经济和政治决策如何影响学生的福祉，以及学校领导、家长，最重要的是，学生自己的角色。

This ethnographic project will examine the impact of schooling and education on young people's mental health. National curricula for secondary education have become increasingly target driven in recent years, with a rise in the frequency of assessment and regular review of student progress. This culture is creating significant pressures on young people, who we know are suffering with a steady increase in mental health problems (e.g. anxiety and depression). The study will undertake in-depth ethnographic research in three secondary schools in London, to consider the effects of target-driven school policies on young people's mental health. The project will investigate how students' daily experience of learning -and its continuous assessment -may impact on their identity and sense of self and worth. In addition, it will focus specifically on two recent interventions that are designed to improve well being(Assessment without level and Happy Being Me),which therefore have the potential to counteract some of the negative consequences of target-driven policies. At an age where identity formation is often seen as chaotic, unclear, and filled with anxiety, I intend to study adolescents' development and how socio-economic and political decisions making affect students' well being, as well as the role school leaders, parents, and most of all, students themselves.