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Supporting pupils
A study of guidance and pupil support in Scottish schools
FINAL REPORT

The SCRE Centre (University of Glasgow)
Valerie Wilson, Stuart Hall, John Hall, Julia Davidson, Dominic Schad
In conjunction with: Kevin Clancy, University of Glasgow Faculty of Education
March 2004

This document is also available in pdf format (1mb)

Contents

Acknowledgements/Glossary
Executive summary
1: The research project
1.1 Introduction
1.2 Aims and questions
1.3 Design and methods
1.4 The report
2: Issues from the literature
2.1 Introduction
2.2 Previous reviews of UK research
2.3 Guidance in Scotland
2.4 'Fault lines' in guidance
2.5 Summary
3: Overview of guidance in Scottish schools (local authorities)
3.1 Introduction
3.2 Guidance policies and approaches
3.3 Organisation of guidance
3.4 Specialist or generalist appointments
3.5 Major challenges
3.6 Summary
4: Supporting pupils: an 'embedded' approach
4.1 Introduction
4.2 Guidance in primary school
4.3 Guidance in special school
4.4 Summary
5: Supporting pupils: 'special' approaches
5.1 Introduction
5.2 Models of guidance/pupil support
5.3 Perceptions of secondary pupils
5.4 Who do pupils take their problems to?
5.5 Access to guidance/pupil support
5.6 Experience of Guidance/pupil support
5.7 Perceptions of parents of secondary school pupils
5.8 Secondary school teachers' perceptions
5.9 Summary
6: Inter-agency working
6.1 Introduction
6.2 Approaches in inter-agency working
6.3 What is meant by integration?
6.4 Organisational structures for integration
6.5 Local authorities' perceptions of success
6.6 Teachers' views on inter-agency working
6.7 Pupils' views
6.8 Parents' views
6.9 Other professionals' views
6.10 Summary
7: Training needs (ITE and CPD)
7.1 Introduction
7.2 Students' concepts of guidance/pupil support
7.3 Lecturers' concepts of guidance/pupil support
7.4 Preparation for guidance/pupil support
7.5 What works for students?
7.6 Opportunities for CPD
7.7 Gaps in training/development provision
7.8 Summary
8: Conclusions and implications
8.1 Introduction
8.2 Key findings
8.3 Implications
References
Appendices:
A1: Methodology and response rates
A2: International perspectives from the literature
A3: Local authority questionnaire
A4: Teacher questionnaire
A5: Pupil questionnaire
A6: Parent questionnaire
A7: Case study schools
Tables:
1.1 Data collection methods by type of data provider
1.2 Some characteristics of the case study schools
3.1 Aspects of guidance provision devolved from the authority and schools
4.1 Primary school staff's current priorities for pupil support
4.2 Special school staff's current priorities for pupil support
5.1 Pupil suggestions for school support
6.1 Extent to which local authorities integrated guidance with other services within and outwith the school
Figures:
1.1 Outline of core research programme
2.1 Map of the field of research in pastoral care and PSE
2.2 Four approaches to careers education
2.3 'Fault Lines' in guidance
5.1 Pupil self-esteem by school and year group
5.2 Pupils seeking help from guidance/pupil support
5.3 Pupils who would not seek help
5.4 Guidance/pupil support staff duties identified by pupils
5.5 Pupil satisfaction with help from guidance/pupil support
5.6 Pupils who would talk to guidance/pupil support staff about a personal matter
6.1 Teachers established contacts with outside agencies by sector
7.1 Staff perceptions of who should receive training for guidance/pupil support

Contact:
Tracy O'Hanlon
Tel: 0131 244 1587
e-mail: tracy.o'hanlon@scotland.gsi.gov.uk

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