Project Details
Description
Understanding the intricacies of the school environment is paramount for fostering academic success, social cohesion, and overall well-being among students and staff. This impact project employs in-person semi-structured focus groups to delve into the multifaceted dimensions of the school environment at Greenshaw High School. By engaging both students and staff, this research aims to capture diverse perspectives, experiences, and insights that contribute to a comprehensive understanding of the school's ecosystem.
Drawing upon psychological literature, this project adopts a socio-ecological framework to explore various layers of the school environment, including physical, interpersonal, and institutional factors. Psychological theories such as Bronfenbrenner's ecological systems theory (Perron, 2017; Ryan, 2001) provide a foundational framework for analyzing the reciprocal interactions between individuals and their immediate environments within the school setting (Leonard, 2011). Additionally, social identity theory (Hogg, 2016) offers insights into how group memberships and interpersonal dynamics shape individuals' experiences and
perceptions within the school context (Kelly, 2009; Whittaker, 2020).
Through thematic analysis of focus group discussions, this study seeks to identify key themes and patterns related to the school's physical infrastructure, social dynamics, academic culture, and support systems. By examining both student and staff perspectives, this impact project aims to uncover commonalities, discrepancies, and potential areas for intervention or improvement within the school environment.
Ultimately, this project contributes to the growing body of literature on school psychology by offering empirical insights into the lived experiences and perceptions of individuals within the school setting. Findings from this impact project will directly inform the development of an intervention project to be implemented at Greenshaw High School starting from September 2024. By addressing identified areas for improvement, this intervention aims to support student attainment and engagement and ultimately foster a more inclusive and supportive academic community.
Drawing upon psychological literature, this project adopts a socio-ecological framework to explore various layers of the school environment, including physical, interpersonal, and institutional factors. Psychological theories such as Bronfenbrenner's ecological systems theory (Perron, 2017; Ryan, 2001) provide a foundational framework for analyzing the reciprocal interactions between individuals and their immediate environments within the school setting (Leonard, 2011). Additionally, social identity theory (Hogg, 2016) offers insights into how group memberships and interpersonal dynamics shape individuals' experiences and
perceptions within the school context (Kelly, 2009; Whittaker, 2020).
Through thematic analysis of focus group discussions, this study seeks to identify key themes and patterns related to the school's physical infrastructure, social dynamics, academic culture, and support systems. By examining both student and staff perspectives, this impact project aims to uncover commonalities, discrepancies, and potential areas for intervention or improvement within the school environment.
Ultimately, this project contributes to the growing body of literature on school psychology by offering empirical insights into the lived experiences and perceptions of individuals within the school setting. Findings from this impact project will directly inform the development of an intervention project to be implemented at Greenshaw High School starting from September 2024. By addressing identified areas for improvement, this intervention aims to support student attainment and engagement and ultimately foster a more inclusive and supportive academic community.
| Status | Active |
|---|---|
| Effective start/end date | 3/06/24 → 1/03/25 |