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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How was the study designed?

This study followed pupils who had been identified at ages five and six as being at risk of school failure. The researchers examined whether the classroom environment to which they were exposed had made any difference to these risks by the time the children reached the age of seven.

Researchers examined the following outcomes:

pupils’ achievement - measured through a series of tests which included long term and short term memory, auditory processing (the ability to identify incomplete words presented orally such as ba_e as baby), and comprehensive knowledge and skills, including reading and maths.
student teacher relationships - assessed by asking teachers to rate how they perceived their relationship with a particular pupil, focussing on the degree of negative emotions and interactions between them; and
classroom process - measured through classroom observations carried out for each pupil in their second year of school which were rated for emotional climate, effective classroom management, literacy instruction, use of evaluative feedback, and instructional conversation.

The sample was a part of the National Institute for Health and Human Deveopment (NICHD) Study of Early Child Care and Youth Development. The pupils’ mothers were recruited from hospitals during their pregnancy, and a random subgroup, of 1364 families, was selected to be involved in this study. 910 pupils for whom there was a complete set of data were included in the final sample and were spread across 747 different schools. The pupils in the sample were predominantly white, equally divided between girls and boys and did not come from economically deprived backgrounds. Of the sample:

27% of these pupils had mothers with less than a four year college degree or less than English A-Levels and were identified as high demographic risk; and
11% of pupils had difficulties with attention, behaviour, social skills and academic competence and were identified as high functional risk.

In order to provide a robust test the researchers adjusted the data to take into account children’s scores at age 4 ½.

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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 How was the study designed? This study followed pupils who had been identified at ages five and six as being at risk of school failure. The researchers examined whether the classroom environment to which they were exposed had made any difference to these risks by the time the children reached the age of seven. Researchers examined the following outcomes: pupils’ achievement - measured through a series of tests which included long term and short term memory, auditory processing (the ability to identify incomplete words presented orally such as ba_e as baby), and comprehensive knowledge and skills, including reading and maths. student teacher relationships - assessed by asking teachers to rate how they perceived their relationship with a particular pupil, focussing on the degree of negative emotions and interactions between them; and classroom process - measured through classroom observations carried out for each pupil in their second year of school which were rated for emotional climate, effective classroom management, literacy instruction, use of evaluative feedback, and instructional conversation. The sample was a part of the National Institute for Health and Human Deveopment (NICHD) Study of Early Child Care and Youth Development. The pupils’ mothers were recruited from hospitals during their pregnancy, and a random subgroup, of 1364 families, was selected to be involved in this study. 910 pupils for whom there was a complete set of data were included in the final sample and were spread across 747 different schools. The pupils in the sample were predominantly white, equally divided between girls and boys and did not come from economically deprived backgrounds. Of the sample: 27% of these pupils had mothers with less than a four year college degree or less than English A-Levels and were identified as high demographic risk; and 11% of pupils had difficulties with attention, behaviour, social skills and academic competence and were identified as high functional risk. In order to provide a robust test the researchers adjusted the data to take into account children’s scores at age 4 ½.