This critical inquiry explores the perceptions of seventeen Middle Leaders with regards to collegiality as a leadership strategy within 21st century education. Literature which explains and describes leadership theories is extensive, but literature exploring collegiality in England is not. To this end collegiality is conceptualised in order to allow this transformational leadership strategy to be examined and discussed. The case study is one secondary school in England whereby the data generated through semi-structured interviews was triangulated with documentary evidence, and the selected reviewed literature. Conclusions resulted in four themes in the journey of collegiality (Assimilation; Systematisation; Self-efficacy; and Educational Improvement and School Development) being identified and discussed, and collegiality being reconceptualised. A framework for being truly collegiate, and a model of the perceived key elements for a school to deliver a successful 21st century education are presented. This study indicates that collegiality has the potential to develop self-efficacy, and highlights the importance of a climate for collegiality, and emotional intelligence to improve educational improvement and school development. It is hoped that the contributions being made to knowledge may be relatable to other schools in different contexts, and be of interest to people considering the potential of transformational leadership strategies.

There is a dearth of literature about the career life courses and voices of Deputy and Assistant Headteachers in secondary schools. This thesis examines the career trajectories and the experiences of Headship from 14 Deputy and Assistant Headteachers in secondary schools in Birmingham, England. A two-phase, mixed-method study (survey and semi-structured life history interviews) was employed as part of an explanatory sequential design. This research builds upon previous work in life history studies along with career phases and stages research. The findings from this study add new insights to the senior leadership role and the perception of Headship in that the Deputy and Assistant Headteacher career stage and socialization experiences can determine whether they stay, leave or climb the career ladder to Headship. This thesis tentatively suggests that Deputy and Assistant Headteachers lean towards displaying mainly Bonder, Bridger or Leaver characteristics that contribute to aspiration and how they utilize their social capital in their career journeys. A new career stages and phases framework pertaining to Deputy and Assistant Headship in secondary schools has been forwarded which draws on the distinction between bonding and bridging social capital and career transition in school leadership and management.

The thesis provides a model for freedom in learning by developing a person-centred approach to education consolidated within a more sociological account of power relations in contemporary Higher Education. The growth and decline of humanistic and person-centred approaches in the face of a globalising and marketized education system are described. A more substantial sociological theory of power and the institutions of power is developed by making connections between the work of Carl Rogers, Martin Heidegger and Paolo Freire. Heidegger's critique of technology is used to reveal deeper structures behind contemporary educational processes which show that education has been increasingly occupied by a technological enframing, by way of assessment and the culture of efficiency, eclipsing models of education which prioritise the person in the process. Rogers’ focus on the person and his individualistic notions of ‘power’ and ‘power over’ are contrasted to Freire’s focus on the community and his Marxian awareness of and resistance to oppressive hierarchy. The theoretical framing for humanistic and empowering learning is supported by virtual, institutional and alternative educational initiatives and a call for a robust and sustainable model of education to empower the person in the process and to let learn.

The approach taken by nurture groups emphasises that difficult and often negative early experiences can be modified through alternative sources other than parents. For such children the original literature states that their difficulties are as a result of an interaction between the child and their environment, with the home emphasised. Despite previous research indicating the positive impact parental involvement can have on both parents and children, levels of parental involvement in nurture groups varies widely. Research in this area has been identified as being sparse and requiring further investigation. The purpose of this research was to contribute to the literature on parental involvement in nurture groups. This exploratory study provides an insight into the perceptions of parents and nurture group staff regarding staff-parent relationships and parental involvement in nurture groups. A constructivist paradigm was adopted, to explore the subjective realities of participants. In-depth qualitative data was collected from semi structured interviews with parents (n = 4) and staff (n = 4) involved in nurture groups. Inductive thematic analysis was applied to draw out themes from the data. Findings highlight different experiences of parents and staff, but also common themes of relationships, communication and sharing practice.

The global concern of mental health difficulties amongst children and young people has been widely reported over recent decades. Consequences of unmet need highlight financial, societal, and quality of life considerations. Research indicates that some staff responsible for supporting children’s mental health do not feel sufficiently skilled to address difficulties. Furthermore, there is wide variety in organisational structures of mental health services, with little known about the effects of such contexts upon the support children receive. This research consequently explored how professionals view the concept of mental health, perceptions regarding their role in identification and support, perceived competency in addressing difficulties, barriers and facilitative factors, and effects of the working environment upon support for children’s mental health difficulties. Five focus groups were conducted, each with a different professional group working in children’s services, including practitioners from health and educational contexts. Findings were analysed using thematic networks, a framework for qualitative data analysis. Participants made a number of recommendations to improve service delivery, including enhanced training opportunities, increased mental health resources to assist practitioners in intervening using an evidence-based approach, and the development of stronger links across tiers of working.

Non-attendance has been explored by educationalists since compulsory education was introduced (Brown, 1983; Irving and Parker-Jenkins; 1995). However, few studies have focused on cases of improved attendance and furthermore, triangulated the views of pupils, parents and teachers in such cases. The current study employed a multiple case study design to explore the views of pupils, parents and teachers with regards to the causes of the pupils’ non-attendance and the reasons for the improvements in their attendance. It was found that the greatest improvement in attendance was evident when there was a shared understanding of the causes of non-attendance between at least the parent and teacher, the interventions put in place aimed to address these causes and there was a shared responsibility for improving attendance. In addition to this, the findings highlighted a number of factors that may lead to further improvements in the pupils’ attendance. These included: teachers recognising and addressing school related factors; a greater understanding of the reasons for the pupils’ refusal behaviour; the pupils’ views being acted upon; and consideration of the impact of the pupils’ non-attendance. The implications of the findings with regards to the professional practice of Educational Psychologists are discussed along with future research.

This research positions itself as an historical and cultural event taking place at a particular time and in a particular form for reasons which span the political, philosophical and personal. Its subject matter is the claim of some home educating parents that their children learn to read without being taught. Rather than treating such children as exceptions to an established educational norm, this thesis rethinks learning to read through parent’s understandings of literacy learning based on meanings assigned to key concepts such as ‘child’, ‘teaching’ and ‘reading’ and on the rhizomatic structure which relates these concepts to each other and to political, ideological and epistemological understandings. This alternative perspective creates a space; physical, temporal and theoretical, in which different interpretations of learning, such as those invited by complexity theory, become open to consideration. In doing this the technological view that reading is achieved through a series of enabling inputs conducted in a particular socio-cultural environment is challenged on both philosophical and empirical grounds. However, this exploration is in turn, directed and restricted by the epistemological assumptions underpinning the PhD as the objectification of intellectual excellence. This thesis considers these restrictions and the contribution research can make given them.

Looked-after children (LAC) are particularly vulnerable to poor mental health. Yet there appears to be limited research on their experiences of Child and Adolescent Mental Health Services (CAMHS) despite the concept of participation and being listened to strongly exemplified throughout government policy and guidance. A multiple case study design explores the lived experiences of four looked-after young people who have accessed CAMHS and attended a therapeutic intervention. Semi-structured interviews were conducted with four looked-after young people, using activities that are congruent with personal construct psychology (Kelly, 1995). Thematic analysis highlights that ‘CAMHS as a secure base’ is a facilitator to attending CAMHS. Barriers for the looked-after young people in attending CAMHS related to limited accessibility due to in-care factors and CAMHS factors. LAC’s experiences of attending a therapeutic intervention through CAMHS were positive. The overarching theme of ‘exploring trauma, loss and rejection’ highlights that attending a therapeutic intervention at CAMHS supported the looked-after young people to process and resolve difficult past experiences and reconstruct working models of self and attachment figures. Participants also highlighted ways in which CAMHS could be improved for LAC through a need for transparency. Implications for all professionals working with LAC are discussed.

Historically, there has been an effort to improve the inclusion of those with ‘disabilities’ including Down syndrome (DS). Societal perceptions of DS have been largely negative and may influence how individuals view their lives. Although there has been literature which has explored other people’s perspectives, there has been less which has asked those with DS to share their stories. The aim of the study was to explore the lived experiences and identity of four school-leavers with DS. A narrative approach was employed to elicit stories whilst participants were being recorded on film. A restorying procedure, a narrative tone and thematic analyses were then used to interpret the narratives. The findings revealed diversity in the way the participants spoke about their lives. All participants experienced factors which would have had a positive contribution on their identity development. However, some experienced other factors which may put them at-risk of foreclosing on their identity development. The implication of identity development for generating pragmatic or ambitious aspirations is discussed. I recommend that future research explores what is currently happening in educational settings to promote identity formation in those with DS and how this might be refined to harness positive outcomes for this group.

In numerous countries, including the United Kingdom (UK), America, Australia, and Sweden, Social and Emotional Learning (SEL) initiatives represent a dominant manifestation of ‘therapeutic education’ (TE) which has emerged in response to growing concerns about the emotional well-being and mental health of children and young people. Implemented by a diverse range of lay experts, including teachers, teaching assistants, coaches and consultants, SEL-work emphasises the teaching of socio-emotional skills. Drawing on a critical realist framework, this thesis explores the ways in which SEL, is constructed both through language and practice and the wider implications of these discursive constructions for professional subjectivities. This research employs a realist ethnographic design across three school sites in the East Midlands area of the UK. Qualitative data, gathered through interviews, in-depth observations and documentary materials reveal a number of tensions within these constructions of SEL. In addition, an analysis of the qualitative data draws attention to an emerging and idealised professional subjectivity, namely, the teacher as charismatic emotional hero. The thesis argues that, despite some positive constructions of SEL, therapeutic practices in schools are often a site at which the psychopathologisation of children occurs.