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Education PolicyEvidence of Equity and Effectiveness$
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Stephen Gorard

Print publication date: 2018

Print ISBN-13: 9781447342144

Published to Policy Press Scholarship Online: May 2019

DOI: 10.1332/policypress/9781447342144.001.0001

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PRINTED FROM POLICY PRESS SCHOLARSHIP ONLINE (www.policypress.universitypressscholarship.com). (c) Copyright Policy Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in PPSO for personal use.date: 17 October 2021

The wider outcomes of schools as societies

The wider outcomes of schools as societies

Chapter:
(p.129) Nine The wider outcomes of schools as societies
Source:
Education Policy
Author(s):

Stephen Gorard

Publisher:
Policy Press
DOI:10.1332/policypress/9781447342144.003.0009

This chapter looks at how education and experiences at school can influence outcomes and attributes other than cognitive attainment. After all, while attainment is important, it is only one possible educational outcome of schooling. Others such as wellbeing, enjoyment of learning, or preparation for adult life could be just as important. Although interventions and policies to enhance wellbeing, resilience, or engagement may not convert into higher attainment, they can still lead to positive outcomes in their own right. Thus, the topics addressed in this chapter fall into two main categories. It looks at formative interactions at school between adults and students, and between student peers as well as their link to students' intentions for the future, their sense of justice, and expectations of life. The chapter then evaluates interventions intended to improve students' non-cognitive outcomes such as communication, teamwork, and confidence.

Keywords:   education, school experiences, wellbeing, enjoyment of learning, adult life, resilience, formative interactions, non-cognitive outcomes

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