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

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What difference can instructional and emotional support make for pupils who are at risk of school failure?

The researchers found that pupils identified as being at risk of school failure at ages five and six on average displayed lower levels of achievement at age seven when compared with their low risk peers.

Researchers found that the achievement gap between pupils identified as being at risk of school failure and their peers reduced when:

pupils whose mothers had lower levels of education, were placed in classrooms offering high levels of instructional support in their first year of school; and
pupils who demonstrated difficulties with attention, behaviour, social skills and academic competence at age five were placed in classrooms offering high levels of emotional support in their first year of school.

The study found that pupils who were identified as having a high functional risk at ages five and six were more likely to develop poor relationships with their teachers and experience conflict than their peers by the time they were seven. However when these pupils were part of a classroom which offered high levels of emotional support their experience of conflict was similar to that of their peers.

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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 What difference can instructional and emotional support make for pupils who are at risk of school failure? The researchers found that pupils identified as being at risk of school failure at ages five and six on average displayed lower levels of achievement at age seven when compared with their low risk peers. Researchers found that the achievement gap between pupils identified as being at risk of school failure and their peers reduced when: pupils whose mothers had lower levels of education, were placed in classrooms offering high levels of instructional support in their first year of school; and pupils who demonstrated difficulties with attention, behaviour, social skills and academic competence at age five were placed in classrooms offering high levels of emotional support in their first year of school. The study found that pupils who were identified as having a high functional risk at ages five and six were more likely to develop poor relationships with their teachers and experience conflict than their peers by the time they were seven. However when these pupils were part of a classroom which offered high levels of emotional support their experience of conflict was similar to that of their peers.