NEWS
Centrepoint reveals issues at school can be an early sign of future homelessness
The UK’s leading youth homelessness charity Centrepoint, has completed research with the largest ever group of young people who have experienced homelessness, to get a true account of the challenges faced.
Results show that issues in school and education were common in the lead up to a young person becoming homeless. • Almost half of vulnerable young people (49%), were absent from school for long periods due to problems at home • 51% were unable to finish
exams/coursework due to a problematic personal life
• Nearly a third (28%) never felt settled as they had moved from school to school Centrepoint is calling on educators to be particularly vigilant to these signs of potential homelessness among their at-risk students and direct them to the newly launched Centrepoint Helpline - a first-of-its-kind free service designed to provide help and guidance for vulnerable young people.
Centrepoint wants to raise awareness that the inability to complete education or take the necessary exams to gain qualifications can be due to a set of personal circumstances beyond their control, not a lack of commitment, as is sometimes assumed. Further Centrepoint research showed that 58% of young people who had experienced homelessness had encountered violence at home, so the lack of stability in education can be a catalyst that forces young people out on their own.
www.centrepoint.org.uk
Megan said: “My visit to Israel in the summer was extremely moving and educational, and I feel very proud to act as a regional ambassador for the HET.”
www.solsch.org.uk
Ex-Solihull School student helps fight anti-Semitism
A former Solihull School student is helping to fight anti-Semitism as a regional ambassador for the Holocaust Educational Trust. Megan Lloyd, who is currently serving as a gap year tutor at Solihull, following six years as a pupil, visited Israel during the summer with 14 other Trust ambassadors in order to gain a deeper understanding of the Holocaust. On her return, she led a Holocaust workshop with the school’s upper sixth on the importance of remembering this dark episode in world history. She is also mentoring sixth- formers who are engaged in HET’s Lessons from Auschwitz project.
As a student, Megan took park in the project and, as a follow-up, organised a painting composed of the handprints of hundreds of pupils and staff in the shape of a Holocaust memorial flame, which now hangs in the foyer of Solihull School’s Bushell Hall. The school is also custodian of an Anne Frank Tree, grown from a cutting of the tree that the young Jewish diarist could see from
her hiding place in Amsterdam. The tree was the idea of pupil Holly Krober, who was so moved by her school trip to Auschwitz concentration camp that she was determined to commemorate the victims of the Holocaust. During her visit to Israel, Megan was based at the International School for Holocaust Studies at Yad Vashem, in Jerusalem, where she studied Jewish history and culture, the development of the Holocaust and Jewish life after the Second World War.
As well as visiting the city’s holy places, she also visited the ancient desert fortress of Masada and the Israel’s capital, Tel Aviv, where she discussed the current political situation with the British Ambassador, David Quarrey.
NAHT calls for PSHE to be made statutory to support delivery of RSE
New research conducted by school leaders’ union NAHT among schools has shown that 91 per cent of school leaders believe PSHE (Personal, Social, Health and Economic Education) should be taught in regular timetabled lessons in their school. Just under half (49 per cent) say that PSHE and RSE (Relationships and Sex Education) do not have the same status as other subjects but over 90 per cent thought that they should. The NAHT is calling for PSHE Education to be made statutory, for all pupils, in all schools, to the same timescales as RSE – PSHE is the vehicle which will support successful and effective delivery of RSE and make it work for schools and
students as well as raise the status of the subject. NAHT welcomed the passing of the Children and Social Work Act earlier this year, introducing ‘relationships education’ in all primaries, and ‘relationships and sex’ education in all secondary schools from 2019, along with the potential to make PSHE education statutory in its entirety, pending consultation.
The NAHT survey showed that delivering effective RSE requires increased training for teachers. Fifty-one per cent of respondents agreed that RSE in their school is taught by teachers who have had training in the subject, 89 per cent said that RSE in their school should be
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www.education-today.co.uk November 2017
taught by teachers who have had training in the subject, highlighting a significant area which needs further support and resources. NAHT aims to continue its campaigning work, engaging with the government and other stakeholders to ensure that PSHE Education is made statutory, for all pupils, in all schools, to the same timescales as RSE.
www.naht.org.uk
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