Sharing Student Projects

The current study investigated the influence of the duration of the Education, Health, Care plan (EHCP) process and the role of level of professional support on the emotional well-being of 103 parents who had completed the EHCP process within the last year. Parents were asked to a complete an online questionnaire that asked for demographic information (age, gender, education level, social class), duration of the EHCP process (in weeks), level of professional support received, and the positive and negative emotions experienced in relation to the last year. The questionnaire was advertised on social media sites such as Facebook and Twitter and social forums for parents such as ‘’Scope Community”, which included a summary of the study and a link to the questionnaire. The questionnaire was split into six short pages beginning with a participation information sheet that detailed information about the purpose of the study and what is involved, followed by a consent form. This was then followed by asking participants for their demographic information and by the measures. The questionnaire then finished with a debrief sheet that provided information on organisations for additional support if needed. Findings revealed that a longer EHCP process was related to more negative emotions experienced, more professional support received was related with more positive emotions and less negative emotions experienced and older age individuals reported lower positive emotions. These findings lend support to existing evidence and literature for various reasons. First, delays in the EHCP process can result in more negative emotions experienced by parents, therefore further emphasises the importance of the EHCP process being completed within the legal 20-week time frame. Second, although the level of professional support received by the parent may not reduce the impact of delays in the EHCP process, the amount of professional support received is important for parents’ emotional well-being. Third, investigating the impact of age on emotional well-being may not be as simple as it seems because parents may have different emotional experiences of the EHCP process regardless of their age. Therefore, both the duration of the EHCP process and level of professional support have independent influences that could be important for parents’ emotional well-being. With this study being one of the first in investigating the impact of delays in the EHCP process on parents’ emotional well-being, further research is advantageous. Investigating factors such as the impact of the COVID-19 pandemic and the stressors parents on the EHCP process face could improve this study by adding to the findings and existing knowledge. With delays in the EHCP process rising and concerns of professional support not being provided (Richardson, 2019), effective interventions in addressing delays and ensuring parents are receiving the support during the process is beneficial.

As the current study relates to the EHCP process, the research might benefit all experts involved in the process. In the initial request for an EHCP, evidence is gathered from all experts involved in supporting the child to support the request (e.g. occupational therapists, speech and language therapists, educational psychologists, clinical psychologists, paediatricians). The amount of evidence gathered determines whether or not the child is accepted for an EHCP. Although, gathering more evidence could mean waiting on several experts which may delay putting in an initial request. An initial request is then sent to the local authority, which has a six-week time frame in deciding whether to accept the request. However, parents are often waiting longer than the six-week time frame for confirmation. As more EHCP’s are being issued, more parents are likely to face delays in their EHCP process. With knowledge on this research, experts and local authorities involved in issuing an EHCP would be aware of the emotional impact delays may have on parents and could determine why delays are occurring in the EHCP process so measures can be put in place to ensure that deadlines are met. This research also further emphasises the importance of professionals providing support to parents, outlined in the Children and Families Act (2014) service standards associated with EHCPs for local authorities. The Special education needs and disability accountability framework also provides structure for improving outcomes and experiences of children, young people and their families and is applied at local and national levels. Local authorities may further benefit from this research by creating more frameworks in ensuring policies are being followed and that parents are provided with professional support and access to relevant resources and services during the entire process towards completion of an EHCP. In certain circumstances, delays are likely to happen. Although, this research could help parents be prepared for an emotional experience by looking for ways to prevent their emotional well-being from being affected.

Higher education students are required to apply themselves to their academic studies, towards an end goal of passing exams and assignments and gaining credits to ultimately graduate. This can induce significant levels of stress in students (Reddy et al., 2018), which has negative implications for both wellbeing and academic outcomes (Khan et al., 2013; Ruzhenkova et al., 2018). Executive Function (EF) is high order cognitive function that is essential for learning processes. EF has been linked to a variety of positive educational outcomes, such as adaptive learning behaviours and academic performance (Cartwright et al., 2020; Rabin et al., 2011). It is therefore important to understand the factors which effect stress and EF in students. Mindfulness has been linked to both decreases in stress and increases in EF suggesting it could be a useful skill to target in higher education students. Therefore, this research aimed to explore the relationships between trait mindfulness, perceived stress and EF and to explore whether trait mindfulness effects EF indirectly through perceived stress. The target population of this study was higher education students, due to their increased vulnerability to stress and their reliance on EF to meet educational goals. The study sampled 78 higher education students from UK universities, aged 18-25 years old. Participants completed selfreport questionnaires measuring trait mindfulness, perceived stress and EF. In order to assess the relationships between these factors, bivariate correlations, multiple regression and mediation analysis were utilised. Results showed that greater trait mindfulness significantly predicted EF ability and that this relationship was still significant after controlling for perceived stress. Additionally, the relationship between trait mindfulness and EF and was not mediated by perceived stress. Greater trait mindfulness was also associated with lower levels of perceived stress. An initial negative association between perceived stress and EF was seen, however this was no longer significant after controlling for trait mindfulness. The findings were in line with existing literature, which has seen trait mindfulness to predict lower levels of stress, as well as greater levels of EF. Limited research observes the relationships between all three of these variables and none thus far have observed the mediating effect of perceived stress on the relationship between trait mindfulness and EF. However, the findings do contrast with emerging research suggesting that perceived stress mediates the relationship between trait mindfulness and cognitive function more broadly. This study highlights the strong associations between trait mindfulness and both stress and EF and emphasises the need for future longitudinal research to explore causation in the relationships between trait mindfulness and EF and to further the emerging evidence suggesting trait mindfulness causes lower stress. Presently, trait mindfulness is linked with a variety of positive outcomes and may be an extremely useful skill for higher education students.

This study highlights how trait mindfulness is associated with lower levels of perceived stress and greater EF ability in higher education students. The findings add to the growing body of literature suggesting that individuals with higher trait mindfulness hold characteristics that can protect them from stress and improve EF. A variety of stakeholders, including students, universities, health professionals and psychology practitioners may benefit from the contributions to knowledge made by this study, as it furthers understanding of how both stress and EF which are linked to positive outcomes in students. Students are particularly vulnerable to experiencing stress, and the findings from this study support the use of mindfulness as an effective strategy for stress reduction. EF supports higher education students to engage in adaptive learning behaviours and perform better in assessments that contribute to successful graduation from their courses. EF ability has also been linked to achievement, health, wealth in later life. It has been shown that EF is a trainable skill and can be improved at any age and the current findings support that trait mindfulness could boost EF in higher education students. Mindfulness interventions are becoming increasingly available at universities for students to access (Cieslak et al., 2016) however students more commonly perceive mindfulness as an emotion regulation strategy than a skill that can support EF or their academic skills and performance (Bamber & Schneider, 2022). Universities should continue to explore different interventions through which student mindfulness can be improved, and make attempts to increase student awareness on the possible benefits to EF. Such strategies may be particularly useful around exam periods and assessment deadlines, when students are dealing with increased academic pressures. Likewise, health and psychology practitioners can use the current findings to guide their support of students experiencing high stress, or EF deficits.

Higher education students are required to apply themselves to their academic studies, towards an end goal of passing exams and assignments and gaining credits to ultimately graduate. This can induce significant levels of stress in students (Reddy et al., 2018), which has negative implications for both wellbeing and academic outcomes (Khan et al., 2013; Ruzhenkova et al., 2018). Executive Function (EF) is high order cognitive function that is essential for learning processes. EF has been linked to a variety of positive educational outcomes, such as adaptive learning behaviours and academic performance (Cartwright et al., 2020; Rabin et al., 2011). It is therefore important to understand the factors which effect stress and EF in students. Mindfulness has been linked to both decreases in stress and increases in EF suggesting it could be a useful skill to target in higher education students. Therefore, this research aimed to explore the relationships between trait mindfulness, perceived stress and EF and to explore whether trait mindfulness effects EF indirectly through perceived stress. The target population of this study was higher education students, due to their increased vulnerability to stress and their reliance on EF to meet educational goals. The study sampled 78 higher education students from UK universities, aged 18-25 years old. Participants completed selfreport questionnaires measuring trait mindfulness, perceived stress and EF. In order to assess the relationships between these factors, bivariate correlations, multiple regression and mediation analysis were utilised. Results showed that greater trait mindfulness significantly predicted EF ability and that this relationship was still significant after controlling for perceived stress. Additionally, the relationship between trait mindfulness and EF and was not mediated by perceived stress. Greater trait mindfulness was also associated with lower levels of perceived stress. An initial negative association between perceived stress and EF was seen, however this was no longer significant after controlling for trait mindfulness. The findings were in line with existing literature, which has seen trait mindfulness to predict lower levels of stress, as well as greater levels of EF. Limited research observes the relationships between all three of these variables and none thus far have observed the mediating effect of perceived stress on the relationship between trait mindfulness and EF. However, the findings do contrast with emerging research suggesting that perceived stress mediates the relationship between trait mindfulness and cognitive function more broadly. This study highlights the strong associations between trait mindfulness and both stress and EF and emphasises the need for future longitudinal research to explore causation in the relationships between trait mindfulness and EF and to further the emerging evidence suggesting trait mindfulness causes lower stress. Presently, trait mindfulness is linked with a variety of positive outcomes and may be an extremely useful skill for higher education students.

This study highlights how trait mindfulness is associated with lower levels of perceived stress and greater EF ability in higher education students. The findings add to the growing body of literature suggesting that individuals with higher trait mindfulness hold characteristics that can protect them from stress and improve EF. A variety of stakeholders, including students, universities, health professionals and psychology practitioners may benefit from the contributions to knowledge made by this study, as it furthers understanding of how both stress and EF which are linked to positive outcomes in students. Students are particularly vulnerable to experiencing stress, and the findings from this study support the use of mindfulness as an effective strategy for stress reduction. EF supports higher education students to engage in adaptive learning behaviours and perform better in assessments that contribute to successful graduation from their courses. EF ability has also been linked to achievement, health, wealth in later life. It has been shown that EF is a trainable skill and can be improved at any age and the current findings support that trait mindfulness could boost EF in higher education students. Mindfulness interventions are becoming increasingly available at universities for students to access (Cieslak et al., 2016) however students more commonly perceive mindfulness as an emotion regulation strategy than a skill that can support EF or their academic skills and performance (Bamber & Schneider, 2022). Universities should continue to explore different interventions through which student mindfulness can be improved, and make attempts to increase student awareness on the possible benefits to EF. Such strategies may be particularly useful around exam periods and assessment deadlines, when students are dealing with increased academic pressures. Likewise, health and psychology practitioners can use the current findings to guide their support of students experiencing high stress, or EF deficits.

Following school closures and disruptions, there have been efforts to bridge the academic attainment gap which has been further exacerbated by the pandemic (EEF, 2022). However, very few studies have been conducted to explore, from a qualitative angle, the perceived impact of school closures and disruptions on children’s SEWB from SD communities. The aim of this project was to explore the perceived impact of school closures and disruptions on SD primary school pupils. A qualitative approach was taken to capture perceptions and voice of primary school staff members’ lived experiences of the school closures as well as recommendations they have for future educational practitioners to consider. A total of eight participants participated in remote Zoom interviews reflecting two primary schools in Manchester and one in Liverpool. Two teaching assistants, three teachers, two headteachers and an inclusion manager participated in the study. RTA was used to analyse the interviews, revealing two themes ‘perceived challenges and personal narratives’ and ‘school as a support system’. The first theme aimed to capture the lived experiences of school staff during and following school closures and the unique challenges that their schoolchildren and families faced as a result of SD. Perceived challenges affecting the SEWB of children included play deprivation, long periods of social isolation in poor housing conditions, increased parental stress, low exposure to English and food insecurity. These challenges were perceived to have affected children’s ability to manage their emotions, their peer relationships and communication and language skills. The second theme encompasses the response to these perceived challenges, in that schools responded as a support system offering both instrumental and emotional support to children and their families. Staff recalled implementing targeted support, emotion-coaching strategies and adopting trauma-informed approaches. However, staff also recalled financial and organisational barriers to implementation of targeted support. Recommendations for addressing these challenges include improving parent-school relationships, increasing access to sensory provision and educational trips and embedding a whole-school culture of trauma-informed practice and emotion coaching. These findings fit in with the wider literature regarding the negative impact of SD on SEWB outcomes in children (Masarik & Conger, 2017; Rahal & Stigler, 2022). Additionally, the findings offer support to the existing literature on the negative impact of school closures and disruptions (Marchant et al., 2021; Tso et al., 2020; Vallejo-Slocker et al., 2020). To conclude, whilst these findings are not causal, they should be interpreted as offering valuable insight into the unique systemic challenges that these communities face and how these lived experiences have been perceived to have negatively impacted SEWB outcomes. Given the mental health crisis that has been exacerbated by the pandemic, these findings offer insights into the mechanisms that precede future mental health difficulties. It is clear that school staff have advocated through the pandemic for SD children, therefore, their recommendations hold saliency and value in what could be put in place to address these disparities.

As we now turn to a post-pandemic reality, the literature alludes to the fact that a pre-pandemic schooling structure cannot continue if education policy and practice are to address the academic and SEWB disparities in SD children. Therefore, the impact of this research is that it can allow for an insight into what can be put in place to support various stakeholders. As the research concerns the SEWB of SD children, this research can benefit them directly as efforts can be made to address the challenges that they face and shed light on their lived experiences. Particularly, as child SEWB has become central to inclusive education practice and research, it is important to understand how these learners experience their interrelated worlds of school, family and community (Corcoran & Kaneva, 2021). Moreover, whilst this research has focused on children’s wellbeing outcomes, the literature indicates parental wellbeing is important in being able to support their children socially and emotionally. Therefore, this research is important for highlighting the role that parents have played during the pandemic and how the cultivation of a parent-school relationship can benefit the child. To ensure effective inclusion practice, there is a requirement to involve families and wider communities beyond schools (Lewis et al., 2019). Additionally, these findings were helpful in understanding how schools can respond as a support system to address the short and long-term effects of school closures and disruptions. School staff working in SD communities have an additional challenge of addressing these barriers with very little resources and financial support. Thus, illuminating the voices of adults who have had the most contact with this marginalised group can allow for educational policymakers to be more informed in addressing the context-specific barriers of implementing effective SEWB strategies within educational settings.

This dissertation sought to explore the perspectives of professionals in English special schools on the impact of Animal-Assisted Interventions (AAIs) on social communication in students with Autism Spectrum Disorder (ASD). ASD is a complex neurodevelopmental disorder (Hodges et al., 2020) which approximately 1 out of 100 children worldwide are diagnosed with (Zeidan et al., 2022). Social communication deficits are one of the core characteristics of ASD (American Psychiatric Association, 2013). It includes difficulties with eye contact and with understanding other people’s perspectives (Hardy & Weston, 2020). Social communication deficits are associated with negative outcomes, such as isolation and mental health difficulties (Hardy & Weston, 2020). Therefore, supporting students with ASD to manage social communication difficulties is a key focus of special schools in England, UK (Department of Education, 2015). AAIs are being implemented in some special schools in England in order to try and support students with their social communication deficits. AAIs include Animal-Assisted Therapy (AAT), where the animal plays a central role in achieving the specified therapeutic goal, and Animal-Assisted Activities (AAAs), which involves the inclusion for animals for general benefit without defined therapeutic goals (Berget & Braastad, 2008; Davis et al., 2015). An example of AAT is a speech & language therapist incorporating a therapy dog into a speech & language session. An example of AAAs is a teacher bringing guinea pigs into class for students to interact with. Often there is significant overlap between AAT and AAAs, and in England there are very limited regulations surrounding AAIs (Berget & Braastad, 2008). This research aimed to explore how AAIs are currently being implemented in special schools in England, their impact on the social communication of students with ASD and the underlying mechanisms, as well as the limitations and challenges associated with their implementation. 9 participants were recruited from across England and included 7 practitioners of AAIs and 2 observers. Some of the professions of the practitioners included a counsellor, a child & adolescent psychotherapist, a speech & language therapist and an occupational therapist. The research had a qualitative approach and semi-structured interviews, conducted on Zoom, were used to gather the perspectives of each of the participants. The interviews were transcribed and analysed using reflexive thematic analysis. Key themes and subthemes were identified. It was found that AAIs are being implemented in special schools in England using flexible and child-led approaches, with participants frequently struggling to describe what a ‘typical’ session of AAIs looked like for them. Animals being used included dogs, guinea pigs and rats. The participants had varying views on the importance of animal training. Participants suggested that recognition of AAIs in education is growing and spreading on the back of anecdotal evidence. However, it was discussed that there is still a lack of understanding about what it is and its benefits. The professionals generally perceived AAIs to have a positive impact on the social communication of students with ASD. The calming effects of animals were discussed, as well as the predictability and consistency of animals. A recurring theme was that animals acted as a ‘bridge’ between students and the social world, whether in building relationships with the practitioner or with their peers. These findings support existing literature on the subject. It was also suggested that interactions with animals can help to build the confidence of students with ASD through allowing them to take on a care-taking role which they may not have in other parts of their life. The impact of the AAIs was found to be lesser for students who were visually impaired. Challenges of AAIs implementation were also discussed, such as concerns about animal welfare and logistical, budget and time constraints. It was noted that AAIs are not suitable for all children, due to factors such as fears of animals.

This research has relevance for a variety of stakeholders. The findings of this research are promising with regards to the impact of AAIs for the social communication of students with ASD. However, these findings alone should not be taken as definitive evidence of its effectiveness. Instead, the mechanisms suggested by the professionals can serve as the grounds for guiding future research. There are also some concerning findings in the research, such as with regards to the lack of training of some animals, which should be addressed. For Policy Makers: it is recommended that comprehensive national guidelines should be introduced to standardise practice in England. Ideally this would take the form of National Occupational Standards, which would make requirements such as a certain level of training for dogs legally binding. This is necessary to protect animal welfare, as well as the safety of children involved in interventions. For Practitioners: it is recommended that until National Occupational Standards are introduced, the voluntary UK Code of Practice created by The Society For Companion Animal Studies (2019) should be adhered to. This is the most thorough code of practice currently available. It includes recommendations such as that cats and dogs should be at least 1 year old before being involved in AAIs and that sessions should not last more than 45 minutes. For Schools: It is recommended that they have their own risk assessments and regulations regarding AAIs in order to ensure their students’ safety. For Parents of Children with ASD: Parents should be aware that there is no concrete evidence of the efficacy of AAIs. They must weigh the potential, unproven, benefits of AAIs against the potential risks for their children.

The present study aimed to examine the relationship between personality traits, psychological well-being (PWB), school satisfaction and social satisfaction among Hong Kong university students who are studying in the UK. The association between personality and well-being has been studied extensively in the past decades, yet, few research focused on emerging adulthood and culturally distinct contexts, such as Hong Kong students. Moreover, existing literature on the impacts of individual personality traits on multidimensional well-being is mixed and contradicting, this study tried to narrow the inconsistencies between previous findings. A cross-sectional quantitative online survey was adopted in this study. Self-report data was collected via psychometrically sound and published surveys gathered from the online anonymous survey distributed through Qualtrics, including the International Personality Item Pool (IPIP), Psychological Well-being Scale (PWB18-items) and Multidimensional Students’ Life Satisfaction Scale (MSLSS). Participants were university students studying in the UK, who also identify themselves as Hong Kongers. A total of 107 responses were collected and 104 participants fulfilled the inclusion criteria. The data underwent a series of correlational analyses and hierarchical regression analyses in order to understand whether and by the variance of personality explains PWB, school satisfaction and social satisfaction. Results revealed that personality traits in general predict PWB, school and social satisfaction. Traits openness, conscientiousness and neuroticism predict PWB; conscientiousness and neuroticism predict school satisfaction; conscientiousness, agreeableness and extraversion predict social satisfaction. School satisfaction is not explained by both PWB and social satisfaction, where PWB predicts social satisfaction. In sum, this research confirms the relationship of individual personality traits, PWB, school and social satisfaction to some extent, which the proposed hypotheses were partially supported. It highlights the importance of considering personality factors in well-being, both hedonically and eudaimonically in a comprehensive structure. The uniqueness of the chosen population is acknowledged in contributing to the existing growing body of research. Future research direction on examining this specific population longitudinally at different times with multiple assessment methods is recommended. Educational implications for higher education institutes and individual students are discussed, that the attributional factor of personality in understanding one’s distinct PWB and SWB is emphasised, encouraging students to accept and value their individual difference in pursuing optimal functioning and happiness in university lives.

This study serves as an insight for future research on this novel population: Hong Kong students in the UK. By understanding and extending the research interest outside the WEIRD population, knowledge could be generalised to a wider population internationally. It incorporates current policies on immigration and culture of Hong Kongers, in examining the actual attitudes of this unique group in universities. Moreover, this study investigated based on grounded theories of personality and well-being, enriching the knowledge in personality and positive psychology within educational settings. Transition is further studied by including cross-country (i.e., Hong Kong to UK) transition, along with school and social transitions. This offers opportunities for further academic research on the interaction between different types of transitions. For higher education institutions, this study may serve as educational policy making and programme design aspirations. Given that personality and well-being are related, individual differences ought to be catered when designing various interventions and teaching approaches. Universities could also reinforce the PWB and SWB supporting systems apart from strengthening mental health awareness in school, acknowledging the PWB-SWB distinction whenever students require support. For individual students, they possibly learn that enhanced self-understanding of one's internal state can improve their self-realisation and goal pursuit. Some traits were found as predictors of well-being, getting to know one's own personality is helpful in evaluating their well-being. It is also important to stress that personality is not the only attribution to well-being, the relatively stable traits could interact with other factors in resulting positive well-being in university life. Individuals could explore other contributors of well-being and happiness instead of dwelling on their perceived less desirable traits. Learning to accept and cope with one’s personality and optimising one’s functioning could be vital for students in their university studies, future career achievements and life outcomes

Within this research the inclusion of underrepresented ethics groups will be explored within the KS4 AQA syllabus (2022). The purpose of this is to assess the impact this is having on the student of history and how both pupils and teachers feel about this, as well as drawing parallels with rising Neo-Conservatism within education. As follows, the research equestions will enable teachers to express their views on the rise of Neo-Convervatism in education through discussion of the “Island Story” of the National Curriculum and alongside pupils, asked to share recommendatons on how to enhance ethnic diverstiy within the syllabus. This research subsequently has concluded that underrepresented ethnic groups have been marginalised within the KS4 syllabus and despite teachers wanting to provide a more inclusive curriculum, ultimately time, subject familiarity and the need to meet the requirements of the GCSE have meant they have fialed to do so. Furthermore, it has also been observed that pupils are aware of the marginalisation of diverse ethnic groups within the KS4 syllabus, and additionally question the represtnative of those briefly included within it. Consequently, this has led to this research demonstrating that teachers need to have greater autonomy and Continued Professional Development opportunities at KS4. These recommendations are also to be made in conjunction with option changes within School X of the Case Study, to meet the interests of the pupils, and the findings shared within the Department of Education to instigate wider syllabus change.

The community which I chose for the focus of this research was School X, a large comprehensive school in Rochdale, Greater Manchester. The rationale behind choosing this community was motivated by practicalities and also my beliefs. From a practical perspective I have worked within School X for two years and worked with GCSE classes since the start, enabling me to gain an understanding of the communities' interests. Yet another key reason for choosing this community is that as a teacher and mixed-race person, I have always focused my research on the inclusion of ethnic minorities and worked upon this area within my PGDE. Thus, I saw this as an opportunity to provide this community with a more inclusive syllabus and gain their perspective of how underrepresented ethnic groups are included at KS4. In order to do this, I will disseminate my research to the Head of the Humanities Faculty and Head of History, who will use the findings to inform the future KS4 syllabus.

The needs of the community addressed within this research is that both pupils and teachers want a more inclusive KS4 syllabus, which provides greater agency for underrepresented ethnic groups. This research suggests that pupils are aware of the importance of including diverse ethnic groups within the syllabus and expressed concern for how pupils would feel if they could not relate to the syllabus. Similarly, teachers expressed a desire to provide a more inclusive history syllabus, as they do at KS3. The implications of this demonstrate that the community is not satisfied with the current syllabus and changes need to be initiated.

The knowledge and recommendations from this research therefore have the ability to change the KS4 syllabus in order to meet the needs of the community. Furthermore, the recommendations have the potential to improve pupil engagement at KS4 and enable teachers to become more knowledgeable in delivering schemes on underrepresented ethnic groups. Consequently, this may lead to increased uptake of the History GCSE and lead to more pupils studying the subject at A Level and degree level. Not only would this meet the needs of the community who already value history as a popular option, it will increase uptake of Higher Education. Although this research focused on History, it may have the potential to influence the inclusion of underrepresented ethnic groups within other subjects. When presenting my findings to the Head of Faculty, it will provide the opportunity to share the results with the leader of Geography and RE, and further diversify the syllabus on a whole school level.

The community will recognise the impact of this research through the changing of options within the KS4 history syllabus. Not only will this meet the needs of the community, it will also encourage other aforementioned departments within the school to consider their inclusion of underrepresented ethnic groups. This would involve teachers and school leaders focusing more upon the stories of underrepresented ethnic groups within syllabuses and assemblies, which would endeavour to meet the needs and interests of the community.

My poster focuses on girls with Autism Spectrum Condition (ASC). It highlights the strengths, challenges and barriers they face in education. The National Autistic Society (2024) defines autism as a “lifelong developmental disability which affects how people communicate and interact with the world.”. Whilst at my inclusion placement I was fortunate enough to be able to observe and teach in a class with girls with a diagnosis of autism. However, not one child was the same and the learning was tailored to each of their needs. It showed me that a diagnosis of autism is does not mean that one size fits all and that "If you’ve met one person with autism, you’ve met one person with autism" (Shore, 2004, p. 45). It only further stressed how important it is that lessons meet “individual needs” (DfE, 2013.). During my placement, one child was able to begin a task using a visual timer and verbal prompts. In contrast, another child preferred using a ‘Now and Then’ board and needed to see the predictable sequence of the activities to complete a task. The research surrounding girls with autism suggests that there is a bias which is demonstrated by evidence that girls tend to receive their diagnosis later than boys (Beeger et al 2013; Rutherford et al, 2016). Therefore, the meta-analysis which presents autism as more prevalent in males than females with a “ratio of 3:1 male to females” (Loomes et al, 2017) may not be accurate due to skewed data from late or misdiagnosis. Unfortunately, this may be due to autism being perceived as a “boys' disorder” (Riley- Hall, 2012, p.37). Girls may present with a similar level of symptoms as boys and yet this may still be overlooked, for example, having a specific interest is a common autistic trait but if “the interest is “girly” this might be dismissed as normal” (Arky, B,2020). This is also applicable to repetitive behaviours; girls may present with them but in a different “quieter” way to boys (Arky, B, 2020) which causes the symptoms to be missed. The notion of autistic traits being misdiagnosed in girls is supported by “females who present with similar levels of symptoms as males are still less likely to receive a diagnosis” (Geelhand et al, 2019; Russel et al, 2011). Consequently, females will receive less crucial support early on in life compared to males which leaves them at a disadvantage. Girls with autism face many different challenges in the classroom, this includes building and maintaining positive relationships with their peers. Autistic girls can find social interaction elements of primary school the most difficult, such as play times, as they are the “most social and least structured” (Perepa, 2011). During my placement, I observed how turn-taking which is a basic social-skill, but for autistic children can be challenging, caused disputes when one autistic girl refused to take turns with a bicycle. This interaction was re-occurring and teachers in my class combatted this by embedding turn-taking in lessons. Furthermore, Hull et al (2017) found that girls engage in masking to hide their autistic traits to fit in. Girls are able to do this through rehearsing social interactions or jokes to perform in a social setting. The effect of masking is the development of mental health issues as internalizing their symptoms can lead to burn out, resulting in anxiety or stress (Hull et al, 2017). Autistic girls bring many strengths to the classroom despite their various challenges. Kuhn et al, 2021 stated that autistic girls have a strong attention to detail which allows them to become high achievers in areas such as art. I witnessed this skill in my placement as an autistic girl was able to create detailed mini figures out of playdough and even blu-tac, she displayed a talent for art as she was focussed on making these precise sculptures using her own references. Another strength of autistic girls is their problem-solving and analytical skills. Many autistic girls have a unique way of thinking that allows them to solve problems effectively and in an unconventional manner (Otsimo, 2020). To support girls with autism, strategies are put in place. During placement, I observed the effectiveness of visual aids such as visual timetables and ‘now and then’ symbols. These were used as a method of communication and provided the children with the structure of day. Baker et al (2014) found that visual aids can reduce anxiety for autistic girls. I observed this myself as a non-verbal autistic girl became visibly less distressed in the afternoon once the visual timetable was displayed to show which lessons we had before home time. Another strategy is sensory breaks through-out the day, this allows the pupil to take a break from the overwhelming stimuli and provides them a chance to re-focus. I witnessed this be used in a helpful way for the pupil to get rid of excess energy and “prevent meltdowns.”. Implementing short sensory breaks throughout the day was important for allowing the child to self- regulate.

I chose to focus on girls with autism following my initial research into autism. I quickly recognised the very particular challenges and difficulties that girls with autism face in education and this led me to dive deeper to gain further insight. I am drawn to the unique ways girls with autism are represented and how they navigate the education system and classroom environment. I hope to advocate for girls with autism in my future career and begin to decrease the high statistical misdiagnoses by having a solid awareness and understanding. Alongside this it is important to note the impact of my experience during my inclusion placement. I was placed in a special school in a year 3 classroom where all the children had a special education need or disability. Half of the class consisted of girls with a diagnosis of autism. This placement gave me an amazing opportunity to observe how inclusivity was not only embraced but ingrained into the classroom environment to not just facilitate but celebrate diversity. Not only did it deepen my understanding on how to make children feel safe and happy in the classroom, but it also gave me an indispensable insight on how teachers can remove barriers to education and ensure the curriculum is accessible.

The findings highlight that the sample of preschool leaders in the UK possess a basic understanding of neuroscience and executive function knowledge, and amongst that, a prevalent belief in neuroscience misconceptions. Firstly, the findings emphasised there were no differences in preschool leaders’ euroscience literacy, neuromyth prevalence, and executive function knowledge scores for those with different years of experience and qualification levels. These findings are consistent with existing research in the field (Bissessar & Youssef, 2021; Im et al., 2018). Secondly, the findings highlight that there were significant associations between preschool leaders’ neuroscience literacy, neuromyth prevalence, and executive function knowledge scores. This finding was also consistent with other research in the field (Ferrero et al., 2016; Gleichgerrcht et al., 2015; Ruiz-Martin et al., 2022). Thirdly, the findings outlined that qualification level was a significant predictor of pedagogical approaches for neurodiverse children, years of experience and executive function knowledge predicted pedagogical decisions for the ADHD pupil’s vignette and overall general neuroscience literacy and neuromyth scores of preschool leaders did not significantly predict the pedagogical decisions for the neurodiverse and neurotypical vignettes. Finally, all variables, years of experience, qualification level, neuroscience literacy, neuromyth prevalence, and executive function knowledge did not predict preschool leaders’ pedagogical approach for the neurotypical pupil. To the researcher’s knowledge, the present study provides the first evidence that years of experience, qualification level, and executive function knowledge are significant predictors of pedagogy towards neurodiverse pupils for preschool leaders in the UK. To explore whether the findings from this study translate into the classroom, future research could adopt a mixed-method approach using these measures paired with interviews and observations to measure pedagogical decision-making in the classroom. A key recommendation is that preschool professionals are educated on specific neuroscience knowledge, including executive functions and neuroscience misconceptions. It is crucial that preschool professionals can understand executive function and dysfunction to put appropriate support in place for children early in their neurodevelopment in order to maximise educational outcomes. Preschool professionals play a pivotal role in children’s executive function development, which in turn significantly predicts their academic achievement in later life. Therefore, preschool leaders and teachers should seek training on executive functioning to aid pedagogical approaches and boost pupil achievement. A further recommendation is for policymakers to consider including specific executive function training into the early career framework and initial teacher training routes for preschool educators. Promoting preschool professionals’ executive functioning knowledge requires a comprehensive approach and collaborative efforts across support systems to create an inclusive school and community. Further support and training could also be provided through the preschool setting.

The research findings hold significant implications and recommendations. Implementing executive functioning and neuromyth training to teaching professionals in the preschool community, who are pivotal to paediatric neurodevelopment, may support them making more appropriate, evidence-based pedagogical approaches. The findings in this study may not only impact children’s educational outcomes but may also have an effect on their school readiness (Ansari et al., 2021; Gibb et al., 2021). With relevant knowledge of executive functioning preschool professionals, can adapt their teacher-led input and classroom activities to enhance educational outcomes. Parents of neurodiverse pupils may also benefit from the findings in this research, upskilling themselves to understand the neurological underpinnings of their children’s behaviour. Parents can actively engage with preschools to support their children’s learning and enhance their children’s environment at home. At a policy and governmental level, policymakers in the Department of Education could consider implementing these suggestions into initial preschool teacher training routes and early career frameworks and also by disseminating the word to preschools all around the UK to promote the importance of EF knowledge, awareness of neuromyths in their continuous professional development. At an educational psychology level, future psychological and educational assessment techniques could include executive functioning measures to understand teachers’ level of executive functioning knowledge and whether this supports learning methods provided by educational psychologists. At an academic researcher level, future research could adopt a mixed-method approach using the neuroscience literacy, neuromyth, and executive function knowledge measures paired with interviews and observations to measure pedagogical decision-making in the classroom to further understand these associations with broader populations such as primary school and early years foundation teachers.

This dissertation aimed to understand how teachers view and implement Mindfulness-Based Interventions (MBIs) in secondary schools in the UK. A diverse group of 6 secondary school teachers were interviewed using the MindUP program as a discussion prompt. The goal was to explore the challenges they face, their beliefs about mindfulness, and their preferences for support. The interviews, conducted via Zoom during school summer holidays, were recorded and transcribed for analysis. Reflexive Thematic Analysis (Braun et al., 2023) was applied using NVivo 12 software, allowing systematic organization, coding, and identification of recurring themes. Ethical considerations included safeguarding participant anonymity and providing support for potential distress. The study underwent ethical review at the University of Manchester. The findings revealed that while teachers are familiar with mindfulness and hold positive views, barriers like limited resources and pressure from school authorities hinder implementation. Through reflexive thematic analysis, three key themes were identified: Diverse Teacher Perspectives on Interventions, Existing Implementation Challenges, and Crafting Another Pathway for the Success of MBIs. These findings align with existing evidence and literature on mindfulness interventions in educational settings, corroborating the positive attitudes of teachers towards mindfulness practices. The identified challenges, such as resource constraints and time pressures, resonate with prior studies, emphasizing the recurring barriers faced in implementing new interventions. Additionally, the emphasis on personalized approaches and the pivotal role of school leadership in supporting mental health initiatives aligns with existing literature highlighting the significance of tailored strategies and administrative backing for successful intervention adoption in schools. The study contributes to the literature by providing nuanced insights into teachers' beliefs, self-efficacy, and the need for individualized support, further enriching the understanding of how mindfulness interventions can be effectively integrated into diverse educational contexts.

The real-world applications of this research extend to various stakeholders, including schools, educational practitioners, teachers, students, parents, and the broader public. Schools and educational practitioners can benefit by gaining insights into effective strategies for implementing mindfulness interventions, fostering a positive school climate, and addressing challenges related to time, resources, and individual needs. Teachers stand to benefit from increased support, a personalized approach, and improved self-efficacy, contributing to their well-being and professional development. Students may experience reduced stress and anxiety through well-implemented mindfulness programs. Parents can benefit from knowing that their children are in environments that prioritize holistic well-being. They are also seen as playing a crucial part of maintaining benefits of MBIs that happen in school. The general public can gain awareness of the importance of mindfulness in education, potentially influencing cultural perceptions and societal attitudes toward mental health support in schools. The impacts are educational, cultural, and societal, with the potential to inform policy, influence teaching practices, and contribute to a broader understanding of the role of mindfulness in education.