Education

REF 2021 Impact Case Studies

• Establishing a critical educational response to the Prevent Duty in schools

  The impact we achieved

  The Prevent policy is primarily a security policy to counter extremism and terrorism, but it has also been translated into education and other services. Middlesex researchers in Education have developed a robust argument for framing the Prevent policy in more explicitly educational terms and have contributed evidence that schools can engage productively with critical exploration of British values in the context of citizenship education rather than the ‘promotion’ of values and surveillance of young people. This approach was supported by national teacher organisations and has now been endorsed by the Department for Education through their funding and recognised in Ofsted inspections, indicating a shift in focus. Further, it has reached hundreds of teachers and has proven to have a beneficial impact in engaging students in critical citizenship education.

  The research behind it

  Empirical work shows that teachers have largely implemented Prevent as a safeguarding policy and commonly teach the fundamental British Values’ (FBVs) uncritically. Our research team has worked collaboratively with external partners to shift the discourse towards critical citizenship education and treating Prevent as a controversial issue in the classroom, with impact resulting from work including:

  • Discussions with the national professional organisation bodies which identified a sense of unease among practitioners about the duty to ‘promote’ the FBVs, rather than engage in critical discussion. Middlesex researchers undertook a literature review to help write guidance for teachers and school leaders incorporating a set of pedagogic principles that would help teachers frame their teaching about Prevent as a controversial issue
  • Evaluation of the locally responsive curriculum development project Building Resilience which enacted the Prevent policy in ten schools – our study was the first to combine data in relation to students, staff and the curriculum
  • Research into how student teachers engaged in teaching about British values, and into the impact of the policy on student teachers and the teachers with whom they work
  • Middlesex researchers worked with partners to develop lesson resources to promote classroom deliberation about the FBVs. This ‘Deliberative Classroom’ project was funded by the DfE and a research project, funded by the British Academy, analysed the quality of students’ deliberative conversations.

  The people involved at Middlesex and beyond

  Our research team included Dr Lee Jerome, Dr Linda Whitworth, Dr Alex Elwick and Raza Kazim. Colleagues have worked with schools and a range of professional bodies including the Association for Citizenship Teaching (ACT), the Expert Subject Advisory Group for Citizenship (ESAG) and the English Speaking Union (ESU).

  Read the PDF of the case study submission

• Tackling gender stereotyping in childhood: research to support gender neutral schooling

  The impact we achieved

  Gender stereotyping in schools is a longstanding problem which has serious implications for pupil confidence, academic attainment, emotional intelligence, behaviour and later life outcomes. Middlesex Professor Jayne Osgood has consistently informed teachers and school leaders who are keen to address discriminatory practices in school through research to support interventions that directly challenge gender stereotyping in schools. Her research has made the following impact:

  • Directly informing public debate, through the direction of a two-part BAFTA-winning BBC Documentary Series, which aired in 2017 and raised awareness of the issue among millions of viewers in the UK and internationally
  • Changing educational practice, by informing teaching practice through whole school interventions and individual teacher approaches across the UK
  • Benefitting children and parents through increased awareness and debate.

  The research behind it

  Professor Osgood was expert consultant for the development of a two-part Documentary Series for the BBC concerning gender stereotyping in primary schools. From the original design of the programme through to final airing, Professor Osgood provided expert direction to the production team on the development and execution of specific interventions and experiments to tackle gender stereotyping, and on essential resources. Her expertise and insights were underpinned by her research outputs on gender and childhood since 2007, including:

  • A research-based handbook with schedules designed to help schools address gender equality issues through reviewing practice, tackling inequalities and monitoring outcomes to meet statutory obligations
  • A series of research projects on gender for national and international bodies
  • Key research publications providing teachers and early years educators practical guidance on how to address gender issues in the classroom and work towards greater equity.

  The people involved at Middlesex and beyond

  Research at Middlesex was undertaken by Professor Jayne Osgood. For the documentary, Professor Osgood worked with Outline Productions, a TV production company commissioned by the BBC, and teachers and pupils in the participating primary school.

  Read the PDF of the case study submission