1 / 19

Theme 3 : School climate and communal life

International Conference « Well-being in education » Lab School Network - Paris - 2-3-4 octobre 2017. Theme 3 : School climate and communal life «  School “capability” and “sustainable” education of pupils become prematurely orphans : effects, practices and schemes for action. »

jarceneaux
Download Presentation

Theme 3 : School climate and communal life

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. International Conference « Well-being in education »Lab School Network - Paris - 2-3-4 octobre 2017 Theme 3 : School climate and communal life «  School “capability” and “sustainable” education of pupils become prematurely orphans : effects, practices and schemes for action. » Sylvain Kerbourc'h, sociologist Study and Resarch Manager at Fondation OCIRP Researcher at CADIS-EHESS / FMSH

  2. Colloque international « Le bien-être en éducation : un objet de recherche pour les sciences humaines et sociales » Lab School Network - Paris les 2-3-4 octobre 2017 Thématique 3 : « Climat scolaire et vivre ensemble » « École "capacitante" et scolarité "soutenable" d’élèves devenus orphelins précocement : impacts, pratiques et logiques d’action. » Sylvain Kerbourc'h, sociologue Responsable pôle Études et recherche – Fondation OCIRP Chercheur au CADIS-EHESS / FMSH

  3. A survey : « School and orphans », Fondation OCIRP/Ifop, 2017. (teachers) • Situation of the orphans pupils at the school in France • Teachers practices and education professionals • Methods : online questionnaire & semi structured interviews • 1083 children and adults orphans Answers 90% are less than 25 years old 63% female / 37% of male 71% fatherless orphans, 24% motherless orphans, 5% full orphans 59% due to illness, 16% to accident, 16% to suicide • 20 interviews • 940 teachers answers and education professionals, with a panel of 802 teachers From preschool to high school • 15 interviews (orphans pupils)

  4. Definition – To be orphan When a child have lost… Monnier et Pennec, 2005 < 25 years ages His father 72% His mother 22% Both 6%

  5. Sociodemographic data about the orphans • 800 000 orphans less than 25 years ages in France, and 500 000 less than 21 years ages [Pennec et Pennec, 2003] • Among 800 000 orphans less than 25 ages[Monnier et Pennec, 2005] • On average 1 child per classroom (college and high-school) • 28% with no diploma (vs 17%) and 7% have bac+2 (vs 12%) [Blanpain N., 2008] • 15% of orphans declaring a poor health (vs 10%) [Blanpain N., 2008] • With lower family revenue

  6. Focus on teachers practices and well-being • Which practice is providing the best effects after father’s and/or mother’s death ? • Theoretical frame work • 1. « Capability » approach (AC, cf. Amartya K. Sen) => Possibilities and opportunities Is school a « capaciting » environment ? • 2. « Sustainable environment » => About quality of work What would improve schooling of orphans pupils ?

  7. A common experience 72% manage the situation of orphan pupil during their career, 62% during the school year (teachers) What are the teachers doing? Intention to action : on 3 levels • School • Classroom • Pupils and family

  8. Intentions : they think… (teachers) • School • 98% : inform the teaching staff • 83% : talk about the matter of the death with teaching staff • Classroom • 54% : inform each other pupil in this class • 51% : talk with others pupils about the matter of the death • 48% : call upon specialized structures to talk about the matter of the death • Orphans pupils • 80% : greater attention to this pupils • 39% : more lenient with regard to attitude • 14% : Less requirement on the schooling

  9. Action : (teachers) • School • 60% : take advice to the direction and teaching staff to be appropriate the good position with the orphans pupils • 49% : …. with the other pupils in class • 75% : talk with their colleagues • Classroom • 33% : organize differently some events • 33% : announced to other children without the orphan pupil (8% with him/her) • 25% : bring in specialized professionals • 11% : talk advice from eternals structures • Pupils and family • 79% : engage themselves to specifically help the orphan pupil for his schooling • 53% : take time to talk with the orphan pupil • 26% : ask to meet the survival parent or legal guardian

  10. Decrease the effects of the death on… All observe at least 1 negative effect for the orphans - by 75% of teachers - by 66% of parents - by 77% of pupils orphans • Schooling : difficulties to - 38% concentrate, 29% participate - 34% to learn lesson at home - 27% of orphans less good results 64% of teachers : pay attention in class and learn lessons 44% of teachers • Life at school : relationships with others • 42% of orphans : at least 1 negative effect about socialization • 87% of orphans over 15 ages : effects on global social relations • 28% : were differently looked - 15% : more quarreled with others pupils • 47% : other children were nicer with them - 10% : underwent mockeries (& 5% violence)

  11. Ambivalence of teachers : 3 postures • 67% : privacy of pupils • 64% : professional secrecy • 54% : dread this situations (c) • 35% : don’t know how to help (n) • 94% : appreciate, careful • 79% : into their job, role • 70% : able to take into account (teachers) Exit Uncomfortable Proximity Then, 56% of teachers => based on own life and proper experience to take into account (n)

  12. Schemes for actions • Indifferences to the differences [cf. Payet et al., 2011] • Individualization • Recognition Variation according to this criteria • professional identity under tension • emotional and feeling in the relation with pupils • proximity between school-family • context of death (cause, age, circumstances, sex, date…)

  13. 3 stakes for action… • School norms • Information and knowledge • Orphans paradox background • 73% of orphans return to school after less than 1 week • 44% of orphans don’t want to come back at school after the parent’s death • 42% of teachers observe more absences

  14. Shool norms (teachers) • A normative framework • Life and future of the pupils like a person • Management especially in crisis situation • No emotion with pupils • Subject of death = taboo • Few formalizedand collectives practices to manage the death at school 32% : situations have mobilized teaching staff on the bereavement for the children 28% : real action at school 12% : exist a specific protocol • Position of orphan pupil

  15. Information and knowledge • Information • only 56% of teachers know there are an orphan in their class at the beginning of the year • 59% : lack of information to manage this situation • 10% of orphans know that some proper helps exist • Knowledge (teachers) • 49% : know that there are no personal to take care • 6% : initial training on the bereavement for the children • 4% : life-long learning on…

  16. Deal with the paradox of orphans pupils « Do and know, not to say » - Want any one - Don’t want to talk - Want to talk about it with somebody about it talk about it 31% 30% 39% • 59% : act as if nothing had changed (over 15 ages) • A period of changes and doubts Fragilities(over 15 ages) • 59% : wanted to be alone • 58% : lose self-confidence • 44% : feel guilty • 20% : were ashamed Strong feelings • 88% : sad • 62% : anxious or worried • 30% : afraid to be alone 16

  17. What would improve schooling of orphans pupils ? • The subject of the death • 63% : should discuss at school (teachers) • 61% : should discuss in class (over 15 ages) • Favor the word of orphans • 51% : access to space for orphan’s speak (teachers) • 54% : have psychologist at school (orphans pupils) • 24% : teachers training (orphans pupils) • Coordinate information • 72% : have just answer to only one notice information (orphans pupils) • 85% : a guidelines of “good practices” (teachers) • 80% : formation to take account (teachers) • 26% : a list of associations or specializes professionals (teachers)

  18. Short bibliography • Blanpain Nathalie, 2008, « Perdre un parent pendant l’enfance : quels effets sur le parcours scolaire, professionnel, familial et sur la santé à l’âge adulte ? », Études et Résultats, n°668, 8 p. • Fawer Caputo Christine, Julier-Costes Martin (dir.), La mort à l'école. Annoncer, accueillir, accompagner, Bruxelles, De Boeck, coll. « Comprendre », 2015, 413 p. • Fondation OCIRP/Ifop, « École et orphelins : mieux comprendre pour mieux accompagner », Paris, 2017. • Martuccelli Danilo, 2015, « Les deux voies de la notion d’épreuve en sociologie », Sociologie, 1, vol. 6, p. 43-60. • Monnier Alain, Pennec Sophie, 2005, « orphelins et orphelinage », in Histoires de familles, histoires familiales : Les résultats de l'enquête famille de 1999, Lefèvre C. et Filhon A. (dir.), Cahiers, n°156, Ined, pp. 367-385. • Monnier Alain, Pennec Sophie,« Trois pour cent des moins de 21 ans sont orphelins en France », Population et Sociétés, n°396, INED, 4 p. • Payet Jean-Paul, Sanchez-Mazas Margarita, Giuliani Frédérique-Elsa, Fernandez Raquel, 2011, « L’agir scolaire entre régulations et incertitudes. Vers une typologie des postures enseignantes de la relation à autrui », Éducation et Sociétés, 1, n°27, p. 23-37. • Sen Amartya K., 2000, Repenser l’inégalité, Paris, Seuil. • Virat Mael , 2014, « Dimension affective de la relation enseignant-élève : effet sur l'adaptation psychosociale des adolescents (motivations, empathie, adaptation scolaire et violence) et rôle déterminant de l'amour compassionnel des enseignants », Th. sc. éducation, D. Favre(dir.), université Paul Valéry, Montpellier III, 243 p. • Volkoff Serge, Gaudart Corinne, 2015, « Conditions de travail et "soutenabilité" : des connaissances à l'action », Rapport de recherche n°92, CEE, 47 p

  19. Thanks Merci To get more information and read the survey « École et orphelins », go to :   http://www.fondation-ocirp.fr http://www.ocirp.fr Contacts : Emmanuelle Enfrein Responsable de la Fondation OCIRP enfrein@ocirp.fr 01 44 56 22 36 Sylvain Kerbourc’h Responsable scientifique Pôle Études et Recherche, Fondation OCIRP kerbourch@ocirp.fr 01 85 56 14 10

More Related