“(The SHEU survey) was very, very useful. It gave us reassurance we weren’t missing a trick. For example not many pupils in the sample year groups were taking illegal drugs, which re-enforced our opinions. But the survey also raised issues and flagged some things up. We discovered that some of our girls weren’t eating enough – the percentage of girls in our school not eating lunch the day before the survey was higher than the county average. There were other concerns too, specifically around cigarettes, alcohol and attendance.
The school used this data and took a number of actions to address it. More female peer mentors were put in place and the school asked NEXUS (the Extended Schools service) for help, so they developed a programme for girls which addressed their eating patterns, healthy eating, sex education and self-esteem issues.
We ran an anti-bullying group for Year 9 as a preventative measure, based upon data provided by our current Year 10 students.
The travel data revealed that a high number of pupils took the car to school so we involved the BIKE-IT scheme who ran assemblies, brought in their bikes (including one with a pedal-powered smoothie maker!), and raised awareness of health and green issues.
The information about how happy the students were with their lives raised some concerns as far fewer girls were as happy as the boys, so work was done around developing aspirations, role-models and self-esteem."
Andrena Waghorn. 2012. School-based intervention supporting pupils affected by trauma, bereavement and loss: STAGES (Support, Trauma and Grief – Enabling Schools). Education and Health 30(4),99-102. PDF
Harris,B 1997. Preparing for the GCSE: doing justice to themselves.
The author was not prepared for the extent to which non-academic issues intruded into the pupils' lives. Education and Health 15(1),6-8. PDF
Randhawa,G 1997. Fighting the organ transplant crisis: what can schools do?
In the event of a tragedy, a family may be left with a very difficult and confusing decision. Education and Health 15(1),14-15. PDF