All Through Schools

This comparative research project will focus upon all through schools in three different countries, in order to explore the ways in which all through schools contribute to enhanced student learning and improved student well-being. All through schools combine at least two stages of a child’s education (typically primary and secondary) in one institution. Hence, children from 3-18 years may be catered for in one institution. In this way they avoid the well-researched difficulties encountered at the ‘transition phase’ between primary and secondary education. Most of the research on the transition phase shows a negative impact on student learning and well-being. In contrast, all through schools provide a seamless transition between primary and secondary school (Benner & Graham, 2009; Lester & Cross, 2015; Pellegrini & Long, 2002; Temkin et al. 2018; West, Sweeting & Young, 2010). This research project will explore firstly, how students in all-age schools, particularly at the transition phase, cope with learning demands placed upon them and secondly, how far an all-age school environment supports students’ mental health and wellbeing. In many countries, all-age schools are simply viewed as a more efficient means of schooling with greater economies of scale. The issue of greater efficiency along with any differences in curriculum, assessment and general learning experiences will be captured through an in-depth, comparative analysis of all-age schools in four very different contexts.The countries selected for comparison, have a variety of all-age provision, therefore they offer a rich basis on which to collect empirical data and to compare the outcomes from this form of schooling. The international empirical literature on all-age schools is not extensive so this research would contribute significantly to this knowledge base and would enable conclusions to be drawn about the contribution of this form of schooling to students’ learning and their well-being.This research project aims to explore three inter-related themes in relation to all through schools. 1.The effective leadership of all-age schools including the most effective leadership structures and practices;2.The impact of all-age settings on students’ mental health and well-being (particularly but not exclusively) at the transition phase;3.Innovations in pedagogy and the learning experience of students across different all-age schools and settings.The project will collect evidence that will offer insights and empirical evidence relating to these three themes.