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Vulnerability: The role of schools in supporting young people exposed to challenging environments and situations

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  • Tucker, Stanley
  • Trotman, Dave
  • Martyn, Madeline

Abstract

The article arises from research carried out in the United Kingdom, into the experiences of young people exposed to high levels of vulnerability through social and educational encounters in challenging environments. It considers the impact of school-based interventions, examined through the methodological lens of a composite case study typology. The effectiveness of such interventions is shown to be dependent on understanding personal, social and educational needs and the existence of responsive and appropriately resourced support structures. It also provides a framework through which to explore the value of group work, as well as behavioural, pastoral and inter-professional interventions.

Suggested Citation

  • Tucker, Stanley & Trotman, Dave & Martyn, Madeline, 2015. "Vulnerability: The role of schools in supporting young people exposed to challenging environments and situations," International Journal of Educational Development, Elsevier, vol. 41(C), pages 301-306.
    • Handle: RePEc:eee:injoed:v:41:y:2015:i:c:p:301-306
    DOI: 10.1016/j.ijedudev.2014.09.005
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    Cited by:

    1. Häggström, Felix & Borsch, Anne Sofie & Skovdal, Morten, 2020. "Caring alone: The boundaries of teachers' ethics of care for newly arrived immigrant and refugee learners in Denmark," Children and Youth Services Review, Elsevier, vol. 117(C).
    2. Skovdal, Morten & Campbell, Catherine, 2015. "Beyond education: What role can schools play in the support and protection of children in extreme settings?," International Journal of Educational Development, Elsevier, vol. 41(C), pages 175-183.

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