Education
policy shouldn’t focus solely on academic attainment
Many
schools in England are neglecting – and may be actively harming - students’
health and wellbeing, warn experts in an editorial published on bmj.com today. Professor
Chris Bonell at the Institute of Education and colleagues argue that education
policy shouldn’t focus solely on academic attainment.
Education
policy in England “increasingly encourages schools to maximise students’
academic attainment and ignore their broader wellbeing, personal development,
and health,” they write.
They
point out that personal, social, and health education (PSHE) remains a
non-statutory subject, and argue that schools “spend less and less time
teaching it because of pressure to focus on academic subjects.”
They
suggest that these developments are apparently underpinned by two ideas.
Firstly, that more time spent on health and wellbeing results in less time for
academic learning and therefore lower attainment. Secondly, that improving
attainment is singularly crucial to increasing economic competitiveness.
But
they believe that both these ideas are “deeply flawed.”
They
point to a growing body of evidence suggesting that promoting students’ broader
wellbeing and development also benefits their academic learning.
Rigorous
evaluations suggest that school programmes to improve students’ health also
benefit their attainment. And countries such as Finland, Sweden, Australia and
Singapore - that all place greater emphasis on students’ overall development
and wellbeing - achieve better academic attainment than in England, they add.
Evidence
also suggests that an effective labour force does not merely require cognitive
skills gained from academic learning, they write. Non-cognitive skills such as
resilience and team working skills are also needed, and productivity increases
as workers’ health status improves.
They
warn that some schools not only neglect students’ health but may actively harm
it, by focusing on the more able students, and not engaging other students or
recognising their efforts. Research also suggests that “teaching to the test,”
which commonly occurs in school systems with a narrow focus on attainment, can
harm students’ mental health.
“This
all suggests that schools need to teach students not only academic knowledge
and cognitive skills, but also the knowledge and skills they will need to
promote their own mental and physical health, and successfully navigate the
world of work,” write the authors. They say this could be achieved by
delivering programmes which have already been evaluated as effective.
Education
policy could support health interventions “by making PSHE a statutory subject,
by mandating school inspectors to report specifically on health and personal
development, and requiring schools to deploy evidence based PSHE and health
promoting interventions to achieve ‘outstanding’ status overall,” they
conclude.
No comments:
Post a Comment