Sharing Student Projects

The consensus that CPD is key to school reform means that it is necessary to investigate teacher experiences of and attitudes towards CPD. The definition of CPD is contested in the field, and there are debates as to whether it should be evidence-based, internal or external to the school, time-rich or time-poor, and if it really improves student outcomes. Despite these conflicts, research reveals that teachers of all career stages are rarely asked about their views on CPD even though they are the participants of it. Therefore, this thesis presents the findings of a pilot case study (undertaken within approximately 7 months by a researcher-practitioner in a North-West England academy) of 8 purposively sampled participants which assesses how teachers of all career stages feel towards the CPD they experience as part of their professional work. After thematically analysing data generated generating through questionnaires and interview, the study reveals that teachers have varying, inconsistent CPD experiences. Nonetheless, teachers view CPD as a vital tool to improve as a professional and their desire for good CPD rarely wavers across career stages. Teachers admit to external influences like time and psychological pressures impacting their attitudes towards CPD, but still viewed CPD as something which can, and should, benefit them. Teachers seemed to value colleague-to-colleague support above all else – even their strong desire for CPD that helps them achieve day-to-day tasks. This suggests that all teachers should have a mentor/coach style support, allowing colleagues to support and challenge each other to create the best CPD. The disparities between teachers at different career stages also revealed that CPD should be monitored across one’s career, allowing it to shift to cater to individual, ever-changing needs. Ultimately, the study reveals that to become the best practitioners, teachers need bespoke CPD that caters to individual needs.

Visual depiction of impact is provided:

Social media is widely used and has many educational advantages in various types of organisations, including higher education institutions, and is considered a platform for university students to collaborate and perceive digital social support. The LRB is a widely used platform in China that receives little attention from the education sector. Little is known about which types of students use LRB for collaboration, how they collaborate, and how different modes of collaboration influence their views of digital social support. By creating structural equation modelling (SEM), this thesis uses a quantitative research approach to analyse the relationship between variables. I found three ways in which students collaborate in LRB using questionnaire data from 199 university students in China: information seeking, information sharing, and information co-creation. Students' characteristics, such as self-efficacy and interest, were positively correlated with the three types of collaboration, with higher self-efficacy being more willing to participate in co-creation and higher interest in learning being more willing to share information. In addition to information sharing, the other two types of collaboration were positively connected with students' perceived digital support.

These study's findings encourage future study by demonstrating that learning through social media promotes student collaboration and access to social support, and hence, the use of social media in education deserves additional attention and research.

Speech, language, and communication needs (SLCN) include difficulties related to all aspects of communication including fluency, forming sounds and words, formulating sentences, understanding others, and using language socially (Bercow et al., 2008). SLCN is estimated to affect 10% of children and young people (Bercow, 2018). Children with SLCN are more likely to present challenging behaviours than peers with typical language development (Yew & O’Kearney, 2013). Yet, SLCN may not be recognised in children and adolescents presenting challenging behaviour (Hollo et al., 2014). Previously undiagnosed SLCN is widespread amongst young offenders (Snow et al., 2015). As teachers manage behaviour daily, they need to be aware of factors that affect behaviour. However, only one study had considered if teachers believe SLCN may affect behaviour, and this took place in the US with preschool teachers (Nungesser & Watkins, 2005). In the UK, secondary school pupils are ten times more likely than primary pupils to be permanently excluded (Gov.uk, 2020). Therefore, this project focused on what secondary mainstream teachers perceive to be the causes of challenging behaviour and their awareness of the link between challenging behaviours and SLCN. Seven current mainstream secondary teachers and one secondary special needs teacher, who had previously worked in mainstream, were interviewed through Zoom. They were recruited to the study through social media rather than through schools to encourage them to speak freely about the topic. Transcripts of the interviews were analysed to look for patterns. Four themes were constructed: impact of home and local area; the indirect role of education systems on behaviour; role models and relationships; and the links between SLCN and social-emotional development. The impact of the home environment on behaviour is consistent with previous research (Wang & Hall, 2018). Similarly, the importance of the student-teacher relationship in behaviour has been previously discussed (Stanforth & Rose, 2020). Generally, teachers have been found not to consider school-based factors to affect behaviour (Wang & Hall, 2018), which was not the case in this project. Teachers believed the curriculum and ability grouping affected self-esteem and behaviour. As this was the first study to consider secondary teachers’ perceptions on SLCN and behaviour, the link that teachers made between SLCN and social-emotional development was a new finding. Teachers in this study showed limited explicit awareness of SLCN. However, they discussed relevant factors such as how pupils struggled to discuss feelings, how teachers used simple questions to help students explain incidents, and how students’ behaviour may show that they are unhappy or finding school-work difficult. This study supports the recommendation that more training on SLCN is needed for education professionals (Bercow, 2018) but would add that the link to challenging behaviour must also be shared. An increased presence of speech and language therapists in secondary schools is also recommended to help schools recognise SLCN and provide additional support for those displaying challenging behaviours.

School leadership could use this dissertation to improve the professional development they offer staff, ensuring awareness of the link between SLCN and behaviour. With increased awareness that SLCN may accompany challenging behaviours, schools and teachers are more likely to arrange for assessments from SLTs and implement SALT programmes. SALT has been reported to improve confidence, communication, and behaviour in YOs (Snow et al., 2018) and similar outcomes could be expected for school students. As challenging behaviours can cause disruptions in learning for peers (Gregg, 2017), SALT could improve outcomes not just for students displaying behaviours but also for others in the class. The findings of this study could be used by universities to improve their teacher training by including content on SLCN and behaviour. Understanding students’ additional needs has been found to impact how teachers appraise behaviour (Hart & DiPerna, 2017) and teachers with less experience have been found to be more likely to engage in exclusionary practices (Stanforth & Rose, 2020). Thus, including SLCN in teacher training may support inclusionary practices amongst teachers who are new to the profession. Finally, the findings of this dissertation may empower parents to seek more support and assessment from schools if their children are displaying challenging behaviour. If parents are more aware of factors that may cause challenging behaviour, they can push for schools to provide the correct assessments and support. This would subsequently improve the wellbeing of students displaying challenging behaviour.

This study examines secondary school teachers' beliefs and perspectives on data-trace ethics when integrating apps into their classroom teaching routines. The literature review revealed that the digitalisation of education has accelerated the extraction and manipulation of children's data. While educators and schools adopt new technologies, they often fail to understand EdTech's ability to extract data and related ethical implications. This knowledge gap influences their ethical adoption of technology. The research is foregrounded in the UNCRC framework, recognising the unique and universal rights of vulnerable children that teachers must protect. The research employed in-depth semi-structured interviews and a focus group with 6 secondary school teachers. The interviews focused on classroom technology use, educators' beliefs on data-trace ethics, and how these beliefs influenced their practices. The findings revealed that the educators' reasons for adopting apps aligned with established technology adoption models. Educators held mildly negative views on data extraction by firms and displayed limited awareness of the data types extracted. They showed diminished personal responsibility regarding data-trace ethics, relying on institutional accountability and showing implicit trust in institutionally imposed technologies. Feelings of futility were prominent, stemming from perceptions of the overwhelming scale of the data being extracted by commercial firms and due to perceptions of the school and children's practices regarding data privacy. The study supported conclusions from previous research concerning educators' limited awareness of data extraction's consequences.

The study's findings highlight the urgent need for educators to understand data extraction techniques and institutions' roles in supporting this. The 'iceberg' model developed in this study offers a potential scaffold for this understanding. Concerns are raised in this research regarding observed apathy to online privacy, and further research exploring this is proposed. Other recommendations include exploring school leaders' perspectives and continuing to explore educator perspectives across more diverse settings.

This study investigates the academic and social challenges international PGT students face during their academic transition and their ER strategies. Using a qualitative research method to obtain rich and in-depth data, it targets international postgraduate taught students, a significant but often overlooked cohort in UK higher education. These students face difficulties adapting to the UK educational system and social norms, compounded by being away from their families for the first time, thus highlighting the multiple multi-dimensional transition for international students. After recruitment efforts, ten participants were identified: nine from the SEED, one from the School of Engineering, nine from Asia and one from Africa. Data was collected via online semi-structured interviews lasting up to an hour, allowing for flexible scheduling and in-depth responses. Inductive thematic analysis revealed themes of academic study challenges, social challenges, ER strategies, and related subthemes. This study found that international PGT students face challenges in critical thinking, academic writing, using specific digital tools, adapting to fewer teaching sessions and independent study, student-centred teaching methods, and group study. Socialisation difficulties include language barriers, adjusting to low power distance with teachers, unfamiliarity with British social norms, discrimination, and establishing friendships with domestic students. Participants used cognitive change strategies, situation selection, and attentional deployment to cope with these challenges. While most findings align with previous research, this study found that situation selection, cognitive change and attentional deployment could also be effective even after emotions are triggered, contradicting Gross’s ER process model. Due to the limitations of the sample diversity, future research should include participants from a broader range of ethnic backgrounds to obtain more comprehensive insights. Additionally, due to the recruitment limitations and lack of member checking, future studies should ensure member-checking implementation to enhance data reliability. Future research should also investigate the financial difficulties faced by international PGT students to understand their academic and emotional challenges better, considering the significant tuition fees, visa costs, and limited scholarship opportunities.

Critical implications for UK higher education institutions include offering mandatory preparatory courses on critical thinking and academic writing before PGT programmes begin, informing students about required digital tools and general assessment timelines in advance, providing guidance on group discussions and group work and also academic staff should intentionally organise group work with both international students and home students. Social support should extend beyond welcome week, with continuous activities and mentoring programmes pairing international and domestic students. For ER, universities should engage former international students in interactive sessions and develop a year-long course on ER available to international students. Additionally, counselling services should be emphasised during welcome week, with faculty introducing these services during orientations. The main stakeholders who will benefit from this research will be future international PGT students and UK higher education institutions. International PGT students will have improved academic readiness through compulsory preparatory courses in critical thinking and academic writing, easing their initial transition. They will also benefit from early information on required digital tools to aid their preparation and academic performance. Moreover, advice on participating in group discussions and collaborative work will enhance their engagement and academic outcomes. For UK higher education institutions, ongoing social support and mentoring programmes will boost student satisfaction and retention rates. Additionally, offering long-term support programmes on ER and emphasising counselling services will support students’ mental health, fostering a healthier student body. Implementing these methods will also strengthen the institution’s reputation as a supportive environment for international students, making it more attractive to future students globally.

The dissertation looks at how staff in SEN schools support students with their SMU and how SM impacts student wellbeing. Social relationships can be difficult for students in SEN settings, and their lack of understanding and exposure could leave them vulnerable, so the potential for SM to be a positive or negative could be higher. To explore this, seven teachers and TAs, two men and five women, from SEN settings in the North of England took part in one-to-one interviews over zoom and answered questions around the research aims. The findings from these interviews highlighted that those working closest with SEN students generally saw SMU as a negative thing, rather than a positive, which mirrored other work in the area. The content of SM, particularly the problematic things, like cyberbullying and inappropriate content, were talked about and their impact on students wellbeing. This opened up the question of how to decide if content is appropriate for the user or not, and whether or not SEN students are sheltered, which could make their SMU more difficult. The key resources participants used to support students were their strong relationships with the students they worked with. They reported a range of different support being offered to students, and relationships with staff were key which is a strength for SEN schools, which normally have much smaller staff to student ratios. All the participants talked about the need for more support for parents, and discussed the challenges parents face supporting and protecting SEN students in the digital age. They talked about the responsibility of SM platforms to protect their users and have better controls to help protect more vulnerable people, including those with SEN.

This research has real world applications as it highlights a need for more comprehensive SM training for school staff, to help them understand the positives and negative of SM and help them stay aware of the latest platforms, to allow them to best support students. During teaching and learning, the practicalities of staying safe and using technology and the internet should be integrated with more social education around positive online relationships. It may encourage teaching staff to reflect on their own opinions on SM and consider whether they are colouring their practice, and preventing SEN students from fully engaging with the SM world they are living in. It is useful to guide parents to reflect on the level of control they have over their young person’s SMU, and to decide if it is enough, too much or not enough. It demonstrates the need for more parental support, and possible changes to policy to ensure schools and parents are working together to keep everyone as informed as possible. The study has potential to effect legislation for SM platforms to provide a safer version of apps, which are restricted, to help protect more vulnerable users, or implement a system where users have to show competence and understanding of how a platform works before they can set up accounts. This would mean users on a platform have a basic understanding of what they have signed up for

This qualitative research project aimed to discover how EWB of SEN children was promoted and supported through interventions, within mainstream primary schools. EWB, is a complex multi-dimensional aspect of well-being which relates to self-esteem, self-reliance and self-efficacy. For this project, EWB has been defined as crucial for children’s emotional health, happiness and functioning. Over recent years, the UK government has advocated for improving EWB by developing children’s social and emotional skills, to buffer against emotional dysregulation and dysfunction. More specifically increases in numbers of children with SEN attending mainstream primary school, has coincided with a decline in well-being. Educators have identified these children are showing increases in maladaptive behaviours resulting in inattentive outbursts within the classroom. Yet, these psychophysical behaviours are indicators of dysregulation which affect EWB. Therefore, this project aimed to identify how teachers perceived interventions as promoting and supporting SEN children’s EWB.Considering this educational climate, the target population of teachers were selected to provide detailed insights from their experience of delivering interventions in everyday practice. Following liaison with several primary schools, teachers with five or more years mainstream teaching experience were selected from diverse socio-economic regions, across the Northwest. All teachers consented to take part in an online semi-structured interview which consisted of 13 questions related to the three research aims. Semi-structured interviews and a flexible interview style, allowed topical trajectories to be probed to develop insightful lines of inquiry. Data collected from interviews was systematically coded using the analytical process of thematic analysis. Patterns in the data were abductively coded and interpretated using themes from literature and the data with three main themes identified: intervention implementation and delivery, emotional regulation and staff knowledge and experience. Further review of the data enabled three subthemes for each theme to be established.Historically research has shown that universal interventions are crucial for developing children’s emotional and social skills. However, findings from this project have more specifically illustrated that both interventions support the development of SEN children’s higher cognitive (e.g: evaluation) and language skills required for emotional regulation, competence and awareness, key components of EWB. Interestingly, participants observations revealed that targeted interventions when purposively adapted had sustained a greater impact for reducing maladaptive behaviours. Yet the success of both interventions was interdependent on external factors of adoption, cost and fidelity, which influenced the delivery and implementation in practice. Overall, these findings bridge a gap between policy and practice, providing insight into how interventions provide therapeutic and preventive support, to buffer against emotional dysfunction. Therefore this project makes several recommendations, that interventions are purposefully applied to ensure that SEN children can receive consistent and sustained EWB support. To ensure educators make informed implementation and delivery decisions, compulsory government backed-training should be introduced. More specifically, this training should provide SEN specific guidance recommending how interventions could be adapted for diverse SEN children. Additionally, adopting a selection criteria would support teachers to make informed decisions regarding how to effectively deliver interventions. This would ensure that SEN children are accurately identified for a specific intervention and school-based outcomes. Thus, fulfilling wider policy requirements for a child’s needs to be met, continuing to make age-related progress alongside their peers.

This project has implications for educational research, UK educational policy and practice. It provides insight into how interventions can be used purposefully as therapeutic and preventative strategies, to support SEN children’s EWB. The project highlights that SLTs and SENCOs can drive policy change through implementing school-based intervention. Advancing this, the project acknowledges the importance of voicing teacher perspectives that provide crucial insights into SEN specific EWB needs. At the classroom level teachers can be essential agents of change, driving school and policy based decisions to improve EWB. Notably, the success and quality of this depends on teachers feeling secure in their knowledge and skills to purposefully adapt interventions to meet identified socio-emotional needs. Therefore, providing mandatory training on interventions specific to SEN, would develop a collective awareness of how to evaluate the effectiveness of school-based interventions to more accurately target EWB priorities.

This study aimed to understand why teachers choose to stay in the profession despite many challenges. With many teachers leaving their jobs, this research identifies the key factors helping teachers remain committed to their careers. By exploring these factors, the study has been able to conclude strategies to improve teacher retention and support. Target Population and Sample The study focused on ten UK state primary school teachers, with a diverse mix of ages, genders, and teaching experience years. Their insights were crucial in understanding teacher retention. Method and Procedure To gather in-depth insights, the researcher conducted semi-structured interviews with the participants. These interviews allowed teachers to share their personal experiences and perspectives on the challenges and the reasons they stay in the profession. The interviews were conducted online, recorded, and then transcribed for analysis. The data was analysed using thematic analysis, a method that helps identify common themes and patterns in qualitative data. Findings and Literature Comparison The study identified four major themes: Workload and Professional Pressures: Teachers highlighted excessive workload, including lesson planning, marking, administrative tasks, and preparation for inspections, as major stressors. These tasks often lead to physical and mental exhaustion, affecting work-life balance. Coping Through Developing Resilience: Teachers use various strategies to cope with stress, such as exercise, mindfulness, and prioritising sleep. Support from colleagues and professional networks also plays a crucial role in managing stress. Positive Impacts and Personal Fulfilment: The intrinsic rewards of teaching, such as the positive impact on students and personal satisfaction, are significant motivators for teachers. They value the role they play in shaping students' lives and find fulfilment in their professional efforts. Commitment to the Profession: Teachers' commitment to their educational values and the sense of duty towards their profession are strong protective factors. Despite the challenges, their passion for teaching and belief in its importance keep them motivated. Summary Conclusion and Recommendations The findings suggest that financial incentives alone may not be sufficient to retain teachers. Instead, improving working conditions, providing strong support systems, offering professional development opportunities, and promoting a positive school culture are crucial. These strategies can help alleviate the stressors teachers face and enhance their job satisfaction and retention. The research underscores the complex nature of teacher retention, revealing that a combination of systemic, professional, and personal factors influence teachers' decisions to stay in the profession. Despite the widespread challenges, teachers remain committed due to intrinsic motivations, such as positive impacts on students and their passion for teaching. The findings challenge the idea that financial incentives are the primary solution for retaining teachers. While competitive salaries are important, they are not sufficient on their own. Teachers highlighted the need for a supportive work environment, manageable workloads, opportunities for professional development, and recognition of their efforts as crucial elements that contribute to their job satisfaction and decision to stay in the profession. By focusing on these areas, schools and policymakers can create a more supportive and sustainable teaching environment. This approach not only benefits teachers but also enhances student outcomes and overall school performance by fostering a stable and experienced teaching workforce. By implementing the recommendations of this dissertation, schools and policymakers can create a more supportive and fulfilling work environment for teachers. This approach not only addresses the immediate challenges faced by educators but also promotes long-term retention, leading to a more stable and effective education system. These strategies are designed to ensure that teachers feel valued, supported, and empowered to continue making a positive impact on their students' lives.

Potential Benefits and Stakeholders The research has real-world applications and could benefit various stakeholders, including: Schools and Educational Institutions: By implementing the recommended strategies, schools can create a more supportive environment for teachers, reducing attrition rates and improving educational outcomes. Educational Practitioners and Policymakers: The findings provide valuable insights for developing policies and practices that support teacher well-being and retention. Teachers: Enhanced support and professional development opportunities can improve job satisfaction and reduce burnout, contributing to a more positive teaching experience. Students and Parents: Retaining experienced teachers can lead to more stable and effective learning environments, benefiting student achievement and overall school performance. The General Public: Understanding the challenges and motivations of teachers can foster greater appreciation and support for the teaching profession, promoting a positive societal attitude towards education. The impacts of this research could include: Educational: Improved teaching practices and teacher retention can enhance student learning outcomes and overall school performance. Societal: Greater awareness and appreciation of the teaching profession can lead to more robust community support for teachers. Cultural: Promoting a positive school culture and valuing teachers' contributions can foster a more supportive educational environment. Policy and Practice: The findings can inform the development of policies that address teacher workload, support, and professional development needs, leading to systemic improvements in education.

This study sought to understand the experiences of educational professionals in relation to the development of school belonging in students with SEND. The principal research questions for this project were: RQ1: How do secondary school staff promote school belonging in students with SEND? RQ2: What are the identified barriers to development of school belonging for students with SEND? The research’s target population was mainstream secondary school staff across four LAs within the CGMA who had sufficient experience working with students with SEND. The participant sample consisted of seven participants, four male and three female, from four LAs within the CGMA. Their schools reflected student population sizes ranging from 800 to 1300, and measures of deprivation from 1st to 7th Index of Multiple Deprivation decile. The study received ethical approval from the University of Manchester Ethics committee (Appendix F) and informed consent was obtained from all participants. All identifying participant information was removed from transcripts and participants were referred in accordance with identification codes which are used in Chapter 3 to evidence quotations. The research used semi-structured interviews conducted online via Zoom. Interviews took place across a period of 24 days, with each interview lasting between 48 and 70 minutes. Interview audio was recorded for transcription purposes, before being securely deleted from encrypted storage. Nvivo-14 was used to host the dataset and support organisation of analysis. The data were coded with a hybrid approach using reflexive thematic analysis without attempting to shape it into pre-existing frameworks. Analysis was guided by Braun and Clarke’s (2013; 2022) recommended steps to reflexive thematic analysis. The research took a constructionist epistemological approach in assuming that data is influenced by those active in the research process, including researchers and participants (Willig, 2022). This study took the Big Q approach to data interpretation, acknowledging the role of the researcher in determining what the data represents in terms of themes (Braun & Clark, 2013; Willig, 2022). From a constructionist paradigm, the data were analysed with the aim of understanding the complex world of lived experience from those within it (Mertens, 2020; Schwant, 1994). Data were analysed as a process of meaning making, rather than of truth seeking, in accordance with the study’s epistemological position. Findings highlighted school staff efforts in promoting feelings of school belonging for students with SEND. Two key themes were central to this: acceptance and identity, and culture, community and relationships. Staff attitudes and trusting relationships were found to be particularly influential in determining the school’s culture of inclusion and belonging for those with SEND. Feeling safe in school was also recognised as crucial to fostering school belongingness. Participants reflected on barriers to the development of school belonging for students with SEND. These barriers were primarily rooted in resource demand challenges, both on the school and LA level, which limits access to sufficient and appropriate SEND provision. Findings also indicated that an evolving landscape in terms of SEND identification and increasing student need was an additional barrier to school belonging. This study’s findings broadly align with pre-existing literature on the topic of school belonging for students with SEND. Perhaps most noteworthy to consider alongside this study’s findings is Allen et al.’s (2016) socio-ecological framework of school belonging (Figure 1) which uses Bronfenbrenner’s EST (1979) as a basis for understanding how students develop a sense of school belonging. These findings build upon pre-existing definitions of school belonging to include recognition of deep connection with trusted adults, alongside connection with social groups, physical places and individual collective experiences (Allen et al., 2021). The barriers to developing school belonging identified in this research are also consistent with earlier findings, particularly in relation to the influence of staff training, staff attitudes and teacher-student relationships (El Zaatari & Maalouf, 2022; Mulholland & O’Connor, 2016; Pit-ten Cate et al., 2018). These findings indicate the importance of staff competency and confidence in recognising SEND-related behaviour and responding to this appropriately, which echoes pre-existing discussions regarding the usefulness of behavioural sanctions and the value of suspensions and PEx as a behaviour management strategy (Allen et al., 2021; Lehane, 2016; Pyne, 2019; Williams et al., 2018). This study reiterates the importance of staff attitudes and stakeholder relationships in enabling students with SEND to feel accepted and understood in their school setting. Findings indicate the pressures experienced by mainstream secondary schools in including students with SEND in school communities within day-to-day practice. This research raises further questions regarding how those with SEND can be supported to develop school belonging, given the identified challenges. Future research which sought first-hand student views would be particularly valuable to examine this.

The findings of this study can be applied to various stakeholders, perhaps most notably senior leadership teams, SEND staff and class teachers working in mainstream secondary schools. It also has relevance for LA professionals who closely liaise with mainstream secondary schools. This study could have tangible educational impact on inclusive practice, behaviour policy, alongside teaching and learning strategies to enable students with SEND to feel a sense of belonging within the classroom. These findings also indicate the need for reflection at the level of senior policy making in relation to the resource difficulties discussed and the long-lasting societal impact of this on the development of inclusive school communities, as called for by Salamanca (UNESCO, 1994) and the Warnock Report (Warnock Committee, 1978).

The emergence and widespread adoption of online learning tools and collaborative platforms has opened up new possibilities for teaching and learning (Alahmari, 2019). Colleges and universities and faculty are steadily integrating collaborative learning technologies into their online courses to help promote effective learning strategies. This mixed-methods study explored the impact of online collaborative learning tools on student engagement and learning outcomes in a graduate educational technology course. Fifty-six students were surveyed and three students were interviewed to understand their experiences and perspectives. Quantitative results showed that most students were satisfied with online collaboration, felt it increased engagement and interaction, and wanted further guidance and training from the school and instructor levels. However, fewer felt that online collaboration had improved outcomes. The qualitative findings revealed challenges with the tools and a desire for enhanced interfaces, functionality, guidance and peer supervision. Combining these two aspects suggests that online collaboration tools are positive, but ensuring their benefits relies on strategic implementation and social support.

The study's findings underscore the need to refine technology design, pedagogical integration, training and community building when utilising online collaboration in higher education.

This study explored UK secondary school teacher’s real-life experiences of witnessing and dealing with bias-based bullying. Bias-based bullying involves the victimization of individuals based on their social identities (e.g., racial and ethnic minorities, LGBTQ+ identifying people, obesity or ‘disability’) and has a detrimental impact on students’ psychological, social and academic outcomes (e.g., Russell et al., 2012). The aim of this research was therefore to gain a deeper understanding of why teachers are perceived to be ineffective in dealing in bullying intervention (e.g., Williams et al., 2018) and how they can be better supported to have a more positive impact. This study took a qualitative approach to examine and make sense of five secondary school teachers’ experiences. Participants were recruited via social media and interviews conducted on Zoom to explore the the topic with participants where open-ended questions were asked to encourage rich exploration. Data was transcribed and analysed and a research diary was also kept to ensure continual reflection throughout the research process. Two themes emerged which offered explanations as to why and how teachers intervene in incidents of bias-based bullying. Findings were broadly consistent with existing knowledge and bullying research. Firstly, participants felt obliged to intervene and incidents involving prejudice were experienced with some confusion and discomfort (Equality act, 2010; McBride, 2015). Secondly, participants perceived that they had few opportunities to intervene as incidents did not normally happen in class. Participants intervened in direct or overt bullying (e.g. throwing balls of paper at a student or name-calling), rather than indirect, covert incidents (e.g., comments or actions which expressed prejudiced attitudes) (Ellis & Shute, 2007;Yoon, 2004). This highlighted the need to focus on how more ambiguous, relational forms of bias-based bullying should be dealt with as they are common and extremely damaging (Ditch the Label, 2020; Dedousis-Wallace et al., 2014). Participants seemed motivated to intervene when they experienced empathy or perceived incidents as serious (e.g., Vanzoeren & Weisz, 2018; Dedousis-Wallace et al., 2014). An unanticipated finding was that empathy was sometimes combined with feelings of personal distress which implied that teachers may require more emotional, as well as practical, support. Reactive strategies used to target the ‘perpetrator’ including disciplinary methods, or involving staff and parents did not necessarily resolve underlying prejudice and/or change student behaviour. This suggested that teachers need to be supported in building positive connections with parents when teachers’ and parents’ views differ and to move away from only sanctioning students. Preventative measures to target the whole group with open conversations, PHSE lessons and facilitating intergroup contact were perceived to have a more positive impact. Conclusively, it seemed that a whole-school approach, focusing on prevention and inclusivity, should be prioritized over reacting to individual behaviour (Charlesworth, 2020; Anti-bullying Alliance, 2021). This points to the necessity for UK secondary schools to support teachers’ efforts as part of a whole-school approach to reduce bias-based bullying.

Findings from this study have the potential to benefit young people. Bias-based bullying is undeniably harmful to all students and it is a major problem in UK schools with one in four students enduring it (Ditch the Label, 2020). Working to reduce its prevalence will ensure better social and psychological outcomes and greater wellbeing for victims of bullying (Russell et al., 2012). Further, if perpetrators of bullying are not ‘blamed’, but worked with, they too are likely to benefit by learning more positive ways of building relationships and relating to others (Liebmann, 2007). Finally, student bystanders, who witness bullying, will benefit from a safer school environment where they will be less likely to be bullied themselves. Witnessing bias-based bullying is disruptive to the class, prevents learning, and seems to be experienced by some teachers as personally distressing. Working on eradicating the problem could therefore increase teacher wellbeing. Promoting a positive school environment should improve student and teacher wellbeing, improve students’ readiness to learn, academic achievement and social and emotional competencies (Public Health England, 2014). This also has wider implications. If pupils experience a positive, inclusive, warm school culture, this can only be beneficial in influencing social norms at a societal level to ensure a welcoming, inclusive society which makes a conscious effort to reduce harm caused to minority social groups.