Another week and another set of coronavirus restrictions to respond to. What can we do, what has to stop? Who’s on furlough? Who’s self-isolating? Another round of remodelling the cash flow, revising the budget, briefing the staff and communicating key messages to wider stakeholders. How many times has your charity been around this loop since March? Are staff… Read More »
Previously I shared a framework to help schools plan and evaluate the impact of their Covid-19 response. This blog builds on this to offer a dynamic model for the identification of vulnerability on a daily basis and during extraordinary circumstances.
I listened with interest to the Business as (un)usual: Supporting vulnerable learners through Covid roundtable (#CovidRoundTable). As the panel shared their experiences it occurred to me that at some point – maybe now, maybe later – that schools may want to evaluate what they have achieved during this time. So here is my contribution to the debate. Here are the beginnings of an outcomes framework that seeks to capture the extent of the current schools context.
Resilience is currently a bit of a toxic word currently. The idea that we need to build young people’s resilience to ‘survive’ some of society’s contemporary challenges has hints of ‘victim’ blaming. Living in poverty – toughen up. Experienced trauma – develop grit. Mental illness – not strong enough. This is not where Every Child Should is coming from.
Classroom banter, unruly pupils and aggression from parents are not new to those working in education.
This blog is about Managing Conflict, one of our middle leadership competencies. Get a quick insight into our competency framework with our Leadership Diagnostic.
Chris Ledgard talks with Chris White, Hostage Negotiator, and Matt Overd from Dfuse to examine how the words we use play a critical role in resolving conflicts – from hostage negotiations to relationship counselling to dealing with pupils in school.
