Change for change sake? A dark matter of actions and consequences
Most people recognise that change is an inevitable part of life. We change jobs or careers, we move house or simply change the way we view a particular issue. Change can be big or small.
But when these changes occur how many of us consider the true meaning of what we want to change and what are the drivers for that change? Is it really a simple matter of I’m doing this because I can or I feel it’s right for me?
So what happens when these ‘changes’ involve and affect the life of others? How responsible do we feel for those whose lives we are about to endorse change on? Do we or anyone consider the negative effects of those changes? Are we doing this for the greater good or merely because we feel it is in need of change?
So many questions but what are the answers?
Whilst participating in the systems changers programme I have become more acutely aware of how change, that was once considered necessary, has had a negative impact on those people involved in a system.
My particular area of interest is of young people being permanently excluded from education or at the receiving end of a ‘managed move’ to another school so their ‘crime’ doesn’t need to go down on their record. Then, of course, there is the matter of ‘off-rolling’, where the student, who is about to sit their G.C.S.E’s, disappear from a school register.
Anyone, myself included, who works with young people cannot fail to be aware of the rise in these in the past few years. The impact on these young people can be devastating, but let’s not also forget the teachers, pastoral staff and others involved with these students and how this can affect them also.
But the education system is not a ‘one size fits all’ system and never has been. Students will always come from a variety of backgrounds and levels of ability. They will have differing experiences in regard to their home lives and the rise in mental health issues amongst young people suggests there are other pressures and issues in today’s society.
Is it any wonder therefore that students who have been excluded from school are less likely to achieve academically and frequently suffer issues of low self-esteem and behavioural problems?
So what are the major influences in the education system at this present time?
The introduction of academy status within schools shows a direct correlation with the rise in these exclusion practises. Academies attract extra funding and therefore under more pressure to achieve. With austerity in the recent history and schools all short of money exam results are the drivers to extra funding. Therefore it is in a schools best interest to achieve, the pressures for all ‘players’ involved focused on how effective teachers are at teaching and students are able to ‘perform’ on the day of the exams. When a system of ‘pay by results’ is introduced the effect of this can be incredibly stressful for all those involved and this can have a profound impact on the expectations to achieve results. Whilst I recognise that this is not the only driving factor behind the increase in exclusions one cannot help but recognise that there are some direct links to the dark matter that is related to actions and consequences.
There is of course another side to this story as to where this leaves schools in areas where schools do not have academy status or schools where there are high levels of deprivation or where cultural differences mean there can be a language barrier?
And where is the young person’s voice in all of this? . In my experience exclusion is something that is done to the young person rather than as the result of discussions and alternatives being explored with the young person and their family. In many cases the parents are unaware of the policies in regards to sanctions being imposed or their rights to have their voices heard.
I am still exploring these issues and I am certain there is far more ‘dark matter’ than I have already encountered. My viewpoint, at present, may appear simplistic and this is deliberate. There are other aspects, on both a macro and micro level that will need further investigation to be able to understand if there is a direct or indirect connection to impact on exclusions. This is not a short term piece of work and changes,if it is felt necessary to be made, will take a long time and the effects of these even longer.
With Ofsted recently announcing the proposal to change their focus for inspections from academic results to a more behavioural, personal development and attitude, approach only time with tell if this will reduce the number of exclusions or what any other consequences ,intended or unintended, these measures will have.
Dark matter matters. Watch this space!!
