Index

Understanding Safeguarding for Children and Their Educational Experiences

ISBN: 978-1-80262-710-7, eISBN: 978-1-80262-709-1

Publication date: 17 June 2022

This content is currently only available as a PDF

Citation

(2022), "Index", McGovern, W., Gillespie, A. and Woodley, H. (Ed.) Understanding Safeguarding for Children and Their Educational Experiences, Emerald Publishing Limited, Leeds, pp. 163-167. https://doi.org/10.1108/978-1-80262-709-120221016

Publisher

:

Emerald Publishing Limited

Copyright © 2022 William McGovern, Aidan Gillespie and Helen Woodley. Published under exclusive licence by Emerald Publishing Limited


INDEX

Ability grouping, culture of
, 76–77

Academic Self-Concept (ASC)
, 29–30

Additional needs
, 87, 94

Adolescence
, 121

Adolescents
, 124

Adverse Childhood Experiences (ACES)
, 121–122

Alcohol
, 42–43, 120, 132

consumption
, 121

dependence
, 42–43

final reflections on educational impact and interventions
, 123–124

parental alcohol use
, 122–123

scale of drinking
, 120–121

impact of underage drinking
, 121

young people in care
, 121–122

Amphetamines
, 131

Amsterdam Gold
, 131

Annihilation
, 131

Applied Sociology
, 8

Attuned pedagogy
, 94

Attuned teaching
, 87

anti-bias stance
, 89–90

build relationships
, 90–91

dilemmas and labels
, 87–88

learning conversation
, 86–87

manifesto for
, 89

rationale
, 86

reflections
, 92–94

safe, enabling environments
, 91

tenets
, 88

over time
, 91–92

Austerity
, 142–143

BAME
, 25

Binge drinking
, 42–43, 121

Black Caribbean
, 77–78

Black Mamba
, 131

Black students
, 38

Blackmail
, 141

BLM
, 25

Breakfast
, 155

club attendance
, 155

Care
, 99

Care Act, The (2014)
, 100

Caring
, 97–98

Child care
, 99

Child criminal exploitation
, 133–134

Child development
, 54

Childhood
, 113–115

Childhood Studies
, 8

Children
, 151–152

development and learning
, 67

rights to education
, 64–65

speaking for children
, 46

Children and Families Act 2014
, 98, 100

Children and young people (CYP)
, 53–54, 97–99

Bronfenbrenner story
, 56–59

ecological systems theory
, 54–55

identifying
, 99–100

in schools
, 87–88

Tom’s exosystem
, 58

Tom’s macrosystem
, 58–59

Tom’s mesosystem
, 57–58

Tom’s microsystem
, 57

Tom’s story
, 55–56, 59

Tom’s story and professional practice
, 59–60

welfare of
, 110–111

Classroom Assessment Scoring System (CLASS)
, 74

Club drugs
, 130–131

Cocaine
, 131

Community of practice
, 64–66, 68

principles
, 68

Contextual Safeguarding
, 8–9, 18, 20

County lines
, 133, 135, 141

context of young people’s lives
, 142–143

school based responses to ‘vulnerability’ and
, 146–147

understanding
, 143–146

Cuckooing
, 144–145

Culture of ability grouping
, 76–77

Dependent substance use
, 42

Dependent use
, 43–44

Designated Safeguarding Lead (DSL)
, 16–18, 111

Developmental Child Psychology
, 8

Disability
, 25

Disability Studies
, 8

Discourses
, 78–79

Dissociative drugs
, 131

Diversity
, 64

Domestic care
, 99

Drinking games (DGs)
, 132–133

Drug misuse/dependence
, 42–43

Duty
, 6

Early Years
, 8

Ecological system theory (Bronfenbrenner)
, 9–10, 54–55

Education (Independent Schools Standards) Regulations (2014)
, 110–111

Education
, 8, 64, 73–74, 100, 123, 135, 151–152

Education Act (2002)
, 110–111

Educational Psychology
, 8

Effective teachers
, 74

Effective teaching
, 74

Emotional care
, 99

Engagement
, 6–7

Extra-familial harm
, 18–19

Family
, 97–98

Family functioning
, 45

Fare Share
, 154

Fictionalised narratives
, 55

Food
, 151–152

Food insecurity
, 152–153

awareness of children experiencing
, 153

barriers to support
, 155–156

considerations
, 156–157

teacher’s perspective
, 153–154

General care
, 99

General Certificate of Secondary Education (GCSE)
, 123–124

GHB
, 131

GRT
, 25

Gypsy/Roma
, 77–78

Hallucinogenic drugs
, 131

Harm
, 13–14

Harmful drinking
, 42–43

Harmful sexual behaviour
, 18–19

Hazardous drinking
, 42–43

Health and Social Policy
, 8

Heavy alcohol use
, 121

Hegemonic masculinity
, 15–16

Identification
, 101–102

Identity
, 8–9, 25, 27–28

Identity Politics
, 24–25

Illegal drugs
, 131

Illicit drugs
, 4–5

Illicit substance use
, 130–131

alcohol
, 132

county lines
, 133–135

drinking games
, 132–133

potential signs
, 135

responding to alcohol and drug use
, 135–136

Impacts

of CYP providing care
, 97–98

of parental use
, 42

Inclusion
, 69

Inclusive education
, 64–66

Inconsistency in parenting practices
, 44–45

Individual, championing of
, 28–30

Ineffective parenting
, 44–45

Initial Teacher Education programmes
, 76

Intersectionality
, 27–28

Intimate care
, 99

Intimidation
, 141

Keeping Children Safe in Education (KCSiE)
, 4–5, 110–111, 142

Ketamine
, 131

Labelling
, 8–9, 26–27, 33–34, 37, 77–78

experiences and strategies
, 37–39

theory
, 74–75

Labels
, 33–34, 74–75, 87–88

Learners
, 28–29

Learning conversation
, 86–87

LGBTQ1
, 25

Liquid ecstasy. See GHB

Local Authority Designated Officer (LADO)
, 111–112

Low-and middle-income countries (LAMIC)
, 121

Magic Breakfast
, 154

Mainstream system
, 64

Malpractice
, 34

Misuse
, 42–43

Mixed white-and-black Caribbean
, 77–78

Modern Slavery Act of 2015
, 143–144

Multiplicity of identities
, 35

Narrative analysis
, 53–54

National Advisory Committee on Drugs (NACD)
, 44–45

Negative labelling
, 34, 75–80

Nitrous oxide (laughing gas)
, 131

Non-Maintained Special Schools (England) Regulations (2015)
, 110–111

Not in education, employment or training (NEET)
, 120, 124

Novel psychoactive substances (NPS)
, 130–131

Older school-aged children
, 45

Parental absence
, 45

Parental alcohol

misuse
, 123

use
, 122–123

Parental drinking
, 123

Parental substance use. See also Illicit substance use
, 44–45

mechanism and impact
, 44–45

threshold of harm from
, 46–47

Parents
, 42–44, 122–123

Perceptions of children

childhood
, 113–115

policy and practice context
, 110–112

schools
, 112

significant non-parental adults
, 112–113

Perceptions of scale
, 43–44

Policy
, 13–14, 24

Power
, 34, 36

Practical care
, 99

Preschool children with substance using parents
, 45

Prevalence substance use
, 42

Prevention
, 6–7

Professional development programmes
, 79

Professionals
, 6–7, 134

Protection
, 6–7

Public Health
, 8

emergency
, 155–156

Pupil Referral Units
, 144

Qualified Teacher Status (QTS)
, 111

Recognition
, 102

Relationships
, 54, 57

Responsibility
, 6

Risk-taking behaviour
, 120

Risks
, 110, 130

Role as individuals
, 111

Safeguarding
, 4–5

children in education
, 6–7

children in education
, 112

vulnerable’ children in schools
, 14–20

Salamanca Framework for Action
, 64

School(s)
, 5–7, 46–47, 67–68, 76, 112, 145

actions
, 17

assessment framework
, 20

based responses to ‘vulnerability’ and county lines
, 146–147

in England
, 13–14

experiences of young carers
, 101–103

food
, 152

food provision
, 155

implications for
, 80

leaders
, 65–66

meals
, 154

staff
, 4, 13–14, 153

working in
, 53–54

Self-concept
, 75, 77

Self-esteem
, 77

Self-fulfilling prophecy
, 74–75

Self-identification
, 101–102

Serious violence
, 141

Shared identity
, 25

Significant non-parental adults
, 112–113

Social Identity (SI)
, 26–27

Social identity theory (SIT)
, 26–27

Social Psychology
, 8

Social Work
, 8

Space
, 17

Special education
, 64, 66–67

Special Educational Needs (SEN)
, 4–5

Special Educational Needs and Disability (SEND)
, 76–77

Specialist carer support organisations
, 98

Spice
, 131

Spoilt identity
, 34

Staff
, 29–30

Standards Agenda
, 76

Stereotypes
, 34

Stereotyping
, 77–78

Stigma
, 37

Stimulant drugs
, 131

Street drug
, 130–131

Students
, 74

Substance use
, 45, 130

Support for young carers
, 102–103

Support staff
, 4, 7

SuppOrting Looked after children In Decreasing Drugs, and alcohol study (SOLID study)
, 122

Synthetic cannabinoids (SC)
, 130–131

Teacher(s)
, 4–5, 7, 55, 73–74, 76, 110

agency
, 78–80

domains of teacher practices
, 74

implications for
, 80

labelling
, 75

perspective
, 153–154

Teaching. See also Attuned teaching
, 88

Toxic masculinity
, 17–18

Trauma informed
, 91–92

Traveller pupils
, 77–78

UN Convention on the Rights of the Child (1989)
, 6–7, 64, 74–75, 112

UN Declaration on Human Rights (1994)
, 64–65

Underage drinking, impact of
, 121

Understanding
, 102

Unintended consequences
, 35–36

United Kingdom (UK)
, 130

Universal Declaration of Human Rights
, 64

Universal interventions
, 124

Urban drugs syndicates
, 142

Vulnerability
, 13–14, 24, 27–28, 33–34

(un)safe spaces and contexts
, 17–20

as contested concept
, 15–17

effects
, 36

Efie and Callum
, 16–17

as identity marker
, 26

as nuanced concept
, 24–25

school based responses to ‘vulnerability’ and county lines
, 146–147

vulnerability-transgression nexus
, 15–16

Vulnerable
, 87, 90, 144

children
, 141

Whole-school approach
, 67–68

Working Together to Safeguard Children
, 4–5, 142

Working-class
, 25

Young carers
, 97–99

identification and recognition
, 99–100

impact of providing care on young carers’ well-being and opportunities
, 100–101

school experiences
, 101–103

Young people
, 120, 130, 134, 141

in care
, 121–122

context of young people’s lives
, 142–143

Youth Work
, 8, 142–143