Dr Rebecca Torrance Jenkins, Learnus скачать в хорошем качестве

Dr Rebecca Torrance Jenkins, Learnus

School Avoidance and Anxiety: A School Perspective. Abstract: Dr Rebecca Torrance Jenkins, former Head of Science and advisor in neuroscience informed pedagogy and school design, will explore the underlying reasons why some children struggle to attend school. Emotionally Based School Avoidance (EBSA) refers to situations in which emotional, psychological or nervous system stress leads a child to avoid or be unable to sustain school attendance. UK literature suggests that between approximately 1 percent and 5 percent of the school aged population experience absence related to emotional factors such as EBSA. In England during the autumn and spring terms of 2024 to 2025, 17.63 percent of all school pupils were persistently absent, meaning they missed at least 10 percent of possible school sessions. This represents about 1.29 million pupils. Although this figure includes all reasons for absence, it highlights the scale of the attendance challenges within which EBSA sits. For a significant proportion of these children, simply being in school is so stressful that attending full time becomes impossible. What is it about the system that creates this level of distress? And what can we do to change it? In this talk, Rebecca will examine the mismatch between what school environments ask of children and what their nervous systems are able to manage. She will argue that the basic conditions children need in order to learn and thrive are often removed, particularly in secondary education. Presented from a compassionate standpoint that avoids blaming teachers or parents, the session will explore how schools and systems can better meet the needs of all children so that more of them can attend, participate and succeed. Some useful resources from the Zoom call chat: Tracey Tokuhama-Espinosa: A recent systematic review of secondary student absenteeism showed 11 main reasons (globally): mental health, bullying, teacher, school, friends, parents, substance use, physical fight, school climate, technology academic challenges and socioeconomic status. Husman, M. N., Jusoh, A. J., & Arip, M. A. S. M. (2023). Systematic Literature Review on Factors Causing Secondary StudentsAbsenteeism. International Journal of Education, Information Technology, and Others, 6(2), 217-232. https://doi.org/10.5281/zenodo.7884703. Perhaps this is on an extreme, but a very interesting school model is the Sudbury School (whose students end up attending top universities). The emphasis is on student autonomy. No uniforms, no formal classes, age mixing…Some of the elements might be useful for rethinking the school of the future (?) Mary and Debbie: Thanks for a great talk Rebecca. Totally agree with all you have said. I just thought I would share the work that we have been doing around the issues that underpin school distress and attendance difficulties especially for neurodivergent children and young people (Fielding et al., 2025). We have an evidenced-based programme of training and support for schools/staff called Triple-A which is about changing understanding and support of attention, sensory arousal and anxiety needs but especially why the school environment leads to so many challenges for kids who have Triple-A type needs (Hanley et al., 2025). It’s about understanding individual needs and putting in place tailored support for kids to prevent the distress from developing and snowballing, and for making school environments more neuro-inclusive. A big focus is on how to make schools and classrooms sensory aware. www.tripleadurham.co.uk Jenny O'Shea: I work in a small specialist school which supports learners who have experience EBSA (many of whom are neurodivergent) - my question is about scale. We have 21 learners maximum and wonder how the brilliant skills of the staff (a lot of which align with what you have discussed today!) can be scaled to bigger schools/more learners...? Liory Fern-Pollak: hello@drtorrancejenkins.co.uk Kay Brocato,: One resource for classrooms more like living rooms exists in the work of the National Writing Project(NWP.org) and The National Council of Teachers of English(NCTE.org). Kath Bransby: Lit Review here on real world learning, cross curricular approaches, creativity and play, and how they can/should be integrated into education: New research from the University of Winchester backs Waldorf education • Waldorf UK Dave B (YesUCan): Thank you Very interesting. Much correlation with the 4 YesUCan domains , in particular Cognitive Diversity