Ali Williams, The Grove, Orchard Mead Academy, UK Inclusive, supportive learning environments The Grove is home to a designated specialist provision (DSP) for students with social, emotional and mental health needs (SEMH). There are 21 students working on-site and a further seven off-site. There are nine specialist staff, plus teachers from the main school at Orchard Mead Academy (OMA) also work with our students. Our students present challenging behaviour and come from some of the most deprived areas of Leicester; however, we maintain high expectations for their conduct and aspirations. The provision has had a turbulent time over the past few years. There have been changes of leadership, different names for the provision and students not receiving the correct support. Now we are a provision that is changing lives and inspiring students to reach their potential. Our journey started in January 2021, with the aim of ensuring that students leave OMA to become integral members of so
Creating inclusive, supportive learning environments
Written by: Ali Williams
7 min read
- Anderman EM (2002) School effects on psychological outcomes during adolescence. Journal of Educational Psychology 94(4): 795–809.
- Department of Education and Science (1967) Children and their primary schools: A report of the Central Advisory Council for Education (England). Volume 1: The report. (The Plowden Report.) London: HMSO. Available at: www.educationengland.org.uk/documents/plowden/plowden1967-1.html (accessed 15 March 2022).
- Fraser BJ (2001) Twenty thousand hours: Editor’s introduction. Learning Environments Research 4(1): 1–5.
- Fraser BJ (2012) Classroom learning environments: Retrospect, context and prospect. In: Robin KG and McRobbie CJ (eds) Second International Handbook of Science Education. New York: Springer, pp. 1191–1239.
- Gill K (2017) Making the difference: Breaking the link between school exclusion and social exclusion. IPPR. Available at: www.ippr.org/publications/making-the-difference (accessed 3 March 2022).
- Johnson DW and Johnson RT (1989) Cooperation and Competition: Theory and Research. Edina, Minnesota: Interaction Book Company.
- Kagan S (1994) Cooperative Learning. San Clemente, California: Kagan Cooperative Learning.
- Lewin K (1936) Principles of Topological Psychology. New York: McGraw.
- Martin-Dunlop C and Fraser BJ (2008) Learning environment and attitudes associated with an innovative science course designed for prospective elementary teachers. International Journal of Science and Mathematics Education 6: 163–190.
- Marx A, Fuhrer U and Hartig T (2000) Effects of classroom seating arrangements on children's question asking. Learning Environments Research 2: 249–263.
- McMinn M, Alridge J and Henderson D (2020) Learning environment, self‑efficacy for teaching mathematics, and beliefs about mathematics. Learning Environments Research 24(6): 1–15.
- McRobbie CJ and Fraser BJ (1993) Associations between student outcomes and psychosocial science environment. The Journal of Educational Research 87(2): 78–85.
- McSherry J (2001) Challenging Behaviours in Mainstream Schools: Practical Strategies for Effective Intervention and Reintegration. 1st ed. David Fulton Publishers.
- Triesman K (2020) ‘Every interaction can be an intervention’ video by Dr Karen Treisman. YouTube. Available at: www.youtube.com/watch?v=8pBkXbCP3Q4 (accessed 7 March 2022).
- Whittaker D (2021) The Kindness Principle: Making Relational Behaviour Management Work in School. Carmarthen: Independent Thinking Press.
- Wolf SJ and Fraser BJ (2008) Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education 38(3): 321–341.
- Wubbels T and Levy J (eds) (1993) Do You Know What You Look Like? Interpersonal Relationships in Education. London: Falmer Press.