Kelly-ann Allen - Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders

Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools.

The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective fields. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use, adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.

This book is relevant to every person who works in a school worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices.

Kelly-Ann Allen is a board-endorsed Educational and Developmental Psychologist and senior lecturer within the School of Education, Monash University (Educational Psychology and Inclusion). Kelly-Ann is a Senior Fellow (Honorary) of the Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, and is the inaugural director and founder of the International Belonging Research Laboratory and Global Belonging Collaborative, which represents a large group of belonging researchers from around the world. She is the Editor-in-Chief of the Educational and Developmental Psychologist and The Journal of Belonging and Human Connection.

Andrea Reupert is a Professor at Monash University, Clayton and Director of Psychological Programs at the Krongold Clinic. Andreas area of expertise is in the promotion of young peoples mental health and the role of schools and other services in mental health promotion, prevention, and early intervention. Along with her team, and in consultation with parents and children, she has developed various evidence-based interventions for families and other professional development resources for various practitioners, including teachers.

Lindsay Oades is a Professor and Director of the Centre for Positive Psychology at the Melbourne Graduate School of Education, The University of Melbourne, Australia. With over 130 publications, Lindsays research and scholarship in wellbeing science spans the health, organizational, and education sectors. He is currently a coordinating lead author on a UNESCO Education Assessment examining the relationship between education and flourishing.

First published 2021

by Routledge

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Routledge is an imprint of the Taylor & Francis Group, an informa business

2021 selection and editorial matter, Kelly-Ann Allen, Andrea Reupert, and Lindsay Oades; individual chapters, the contributors

The right of Kelly-Ann Allen, Andrea Reupert, and Lindsay Oades to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

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ISBN: 978-0-367-45887-4 (hbk)

ISBN: 978-0-367-45889-8 (pbk)

ISBN: 978-1-003-02595-5 (ebk)

The contributors of this book wish to dedicate this book to all school staff. You are our treasured colleagues, educators of our children, and gatekeepers of the next generation. We acknowledge your loyalty to and perseverance in the profession and hope this book provides a resource that will help you meet your personal and organisational aims and objectives towards building better schools.

The Homeless Project is delighted to participate in the funding of Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders.

One often wonders where does homelessness begin? Many of the hundreds of vulnerable people that Ive spoken to discuss their school experiences in a negative way. Id like to reflect on a personal experience during year 10. I recall a dark school day when the class bully attacked me. To my great relief a senior teacher stopped the fight and hauled us off to his office only to tell the two of us that the school policy prohibits fighting on the school grounds and during school hours. He then ushered us from his office. I felt quite let down and the bully insisted that we finish the fight under the pine trees across the road after school. It was a minor miracle that I was not seriously injured. Who knows, the result of that incident could have led to a slippery slope of terrible outcomes. Books such as Building Better Schools will help to refine and improve school policies so that they may offer more appropriate interventions.

I'd like to thank the 70 plus academics who have selflessly donated their time towards the writing of this book. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders will help towards building a better world and will hopefully contribute towards improved protective factors against disengagement, risk taking behaviours, crime, victimisation, and homelessness.

To this end, we have also made this resource freely available via the link on our website www.thehomelessproject.org.au

As school policies gradually evolve, it is hoped that one day all students will be more likely to look back on their school days as a place of productive learning, safety, and positive life experiences.

Stuart Allen

Director

This book boldly aims to provide a practical and useable vehicle for scholarly research to be integrated directly into the day-to-day practices occurring in schools. Studies highlight a gap between research and practice in schools. This book aims to address this problem.

The editors of this book have been practitioners as well as academics. We understand the importance of disseminating science to the people who will benefit the most from access to evidence-based practices.

The book is designed for practitioners and educators in schools. We hope that the polices contained within will save you time but also place rigorous scholarly direction at your fingertips. Given the robust evidence base presented in this book, funding bodies and educational researchers may benefit. Accordingly, the book also provides direction for research and funding priorities.