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 took place in supportive classrooms?

School based prevention and intervention strategies increasingly aim to improve the social and emotional climate of classrooms in order to enhance pupils’ social and behavioural development.

Classrooms were considered to offer high quality instructional support when:

teachers made frequent and effective use of literacy instruction including reading, phonics and comprehension;
there was a high quality of verbal feedback focused on pupils’ learning, development of understanding and personal improvement; and
pupils were taking increased responsibility for their own learning by, for example, offering solutions, and managing resources.

Classrooms were considered to offer high emotional support when teachers:

were aware of and responsive to individual pupils’ needs, moods, interests and capabilities;
set clear expectations in the classroom and developed routines which children understood; and
created a positive classroom climate in which teachers and pupils enjoyed each other and their time in the classroom.

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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 took place in supportive classrooms? School based prevention and intervention strategies increasingly aim to improve the social and emotional climate of classrooms in order to enhance pupils’ social and behavioural development. Classrooms were considered to offer high quality instructional support when: teachers made frequent and effective use of literacy instruction including reading, phonics and comprehension; there was a high quality of verbal feedback focused on pupils’ learning, development of understanding and personal improvement; and pupils were taking increased responsibility for their own learning by, for example, offering solutions, and managing resources. Classrooms were considered to offer high emotional support when teachers: were aware of and responsive to individual pupils’ needs, moods, interests and capabilities; set clear expectations in the classroom and developed routines which children understood; and created a positive classroom climate in which teachers and pupils enjoyed each other and their time in the classroom.