Can Instructional and Emotional support in the Key Stage 1 classroom make a difference for children at risk of school failure?

This digest found in

Early years
Inclusion

Authors

Hamre, B. K. and Pianta, R. C. (2005) University of Virginia

Publisher

Child Development 76 (5), pp. 949-967

Introduction

How can teachers effectively support pupils who are at risk of school failure?

Previous research has found that:

pupils considered to be at risk of failing to start school behind their peers and the gap increases by the time they are aged 7; and
pupils identified as having higher risk of difficulties with attention, behaviour, social skills and academic competence showed higher levels of conflict with their teachers at age 7.

This study examined the ways in which everyday classroom processes may help alter the trajectories for pupils considered to be at risk of failing by considering a group of 910 pupils taken from 747 primary schools across the United States of America.

The researchers found that pupils identified as being at risk of school failure were more likely than other pupils to benefit from placement in classrooms offering high levels of teaching and emotional support, and that placement in high quality classrooms helped close the gap between these pupils and their low risk peers, particularly in the early grades. The consistency of good teaching and emotional support was found to be critical to the success of the pupils.

Keywords:
USA; Key stage 1; Primary schools; Pupils; Classroom environment; Classroom management; Social skills; Individual needs; Inclusion; Whole class teaching.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How were pupils identified as being at risk of school failure? What difference can instructional and emotional support make for pupils who are at risk of school failure? What took place in supportive classrooms? How was the study designed? Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Can Instructional and Emotional support in the Key Stage 1 classroom make a difference for children at risk of school failure? This digest found in Early years Inclusion Send to a friend Word doc 100KB Printer friendly Collate for later Authors Hamre, B. K. and Pianta, R. C. (2005) University of Virginia Publisher Child Development 76 (5), pp. 949-967 Introduction How can teachers effectively support pupils who are at risk of school failure? Previous research has found that: pupils considered to be at risk of failing to start school behind their peers and the gap increases by the time they are aged 7; and pupils identified as having higher risk of difficulties with attention, behaviour, social skills and academic competence showed higher levels of conflict with their teachers at age 7. This study examined the ways in which everyday classroom processes may help alter the trajectories for pupils considered to be at risk of failing by considering a group of 910 pupils taken from 747 primary schools across the United States of America. The researchers found that pupils identified as being at risk of school failure were more likely than other pupils to benefit from placement in classrooms offering high levels of teaching and emotional support, and that placement in high quality classrooms helped close the gap between these pupils and their low risk peers, particularly in the early grades. The consistency of good teaching and emotional support was found to be critical to the success of the pupils. Keywords: USA; Key stage 1; Primary schools; Pupils; Classroom environment; Classroom management; Social skills; Individual needs; Inclusion; Whole class teaching.