I have attempted to capture all tweets tagged #AskPastoralSimonFeasey , from all participants. I have made no attempt to categorise. Where tweets are in response to a tweet, the earlier tweet is shown. I apologise now if I have missed any. I may also have duplicated some.
Please join us tonight at 8 for #AskPastoral chat with @smfeasey
Who will be answering your questions on “Schools, Families, Communities: Stakeholders, Partners or Friends” #UKpastoralchat #AskPastoralSimonFeasey
Read Simon’s intro blog is here https://t.co/mT9nJHP1N2 pic.twitter.com/RD8uacqxwy— UKPastoralChat (@UKpastoralchat) 2 May 2018
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Please join us tonight at 8 for #AskPastoral chat with @smfeasey
Who will be answering your questions on “Schools, Families, Communities: Stakeholders, Partners or Friends” #UKpastoralchat #AskPastoralSimonFeasey
Read Simon’s intro blog is here https://t.co/mT9nJHP1N2 pic.twitter.com/LyiIJvxoW2— UKPastoralChat (@UKpastoralchat) 2 May 2018
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First Q, with answer… @UKpastoralchat #AskPastoralSimonFeasey
Q. Is it really school responsibility to support family as well as the child?
Please pick up on my answer and critique / challenge – from your experience / view… pic.twitter.com/weVm4uh2fC
— Simon Feasey (@smfeasey) 2 May 2018
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We can’t do everything, first & foremost we are there to teach our young people. But if we want to truly make a difference & deliver a holistic educational package, then it’s imperative that we respect & support our families in any way we can. Life doesn’t end at 3pm #AskPastoral
— Callum (@Callum_SEND) 2 May 2018
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I agree but I think we should shy away from the ‘support’, or even, ‘fix’ language + negotiate partnership #AskPastoralSimonFeasey
— Simon Feasey (@smfeasey) 2 May 2018
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So instead of support what word / action are you thinking ? #AskPastoralSimonFeasey
— Ceri Stokes (@CeriStokes) 2 May 2018
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I think there is a lot of language that suggest consensus and a comfortable partnership. If we address the power dynamic and really explore that we might shift our leaning? pic.twitter.com/yyRd6QADv1
— Simon Feasey (@smfeasey) 2 May 2018
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Saul Alinsky says it well… pic.twitter.com/O8K3T2127N
— Simon Feasey (@smfeasey) 2 May 2018
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Sir Harry Burns said exactly the same thing last night & posed the challenge, “what if we actually asked people what they need, rather than coming up with our solutions to fix the assumed problem?” We need to practice the art of active listening.
— Judy (@jjpcuba) 2 May 2018
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Spot on, Judy! And Sir Harry!
Spot on, Judy! And Sir Harry!
— Simon Feasey (@smfeasey) 2 May 2018
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But isn’t this what sch are sometimes doing, listening to the child and then trying to involve the parents in this dicusssion? #AskPastoralSimonFeasey
— Ceri Stokes (@CeriStokes) 2 May 2018
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Yes, for sure some do but others come up with ‘solutions’ before they really hear or understand the real need. #askPastoralSimonFeasey #UKPastoralchat
— Judy (@jjpcuba) 2 May 2018
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Ok , yes I can see your point #AskPastoralSimonFeasey
— Ceri Stokes (@CeriStokes) 2 May 2018
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Sometimes sch are struggling to have the time and resources to support the child let alone the family #AskPastoralSimonFeasey how can we do this without damaging Staff MH?
— Ceri Stokes (@CeriStokes) 2 May 2018
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Good and sensible Q. Priorities. We must accept that academic and personal growth require both school and family support. Things do have to change. Leaders do need to be brave but stand up and do it. Create time and space for this #AskPastoralSimonFeasey
— Simon Feasey (@smfeasey) 2 May 2018
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So do you think we need less teachers in sch and more supper staff ? #AskPastoralSimonFeasey
— Ceri Stokes (@CeriStokes) 2 May 2018
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And there are many family’s that really don’t want sch to be involved, sometimes these are the ones with the child who needs the link #AskPastoralSimonFeasey
— Ceri Stokes (@CeriStokes) 2 May 2018
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What do we mean by school being involved? On whose terms? Are we negotiating this space and conversation or are we looking to impose something? #AskPastoralSimonFeasey
— Simon Feasey (@smfeasey) 2 May 2018
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I think the fundamental challenge is knowing when to reach out, not to force support but have collaborative action. The difficulty is the pace of support when you know parents MH is explicitly impacting upon the children's MH. #AskPastoral
— Mr Ben (@mr_bjones1986) 2 May 2018
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This is hard for teachers, we are reasonably good with people but trained to be teachers not MH experts #AskPastoralSimonFeasey
— Ceri Stokes (@CeriStokes) 2 May 2018
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I couldn't agree more, it also depends on the initial relationships with your families. As much as we're looking to up-skill ourselves we still rely on our amazing PSA, she's crucial in being the route map to support, a person to cry with and also a passionate advocate.
— Mr Ben (@mr_bjones1986) 2 May 2018
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PSAs are amazing people and do a great job. Leaders must step up and take responsibility… #AskPastoralSimonFeasey pic.twitter.com/inBbMc2jV6
— Simon Feasey (@smfeasey) 2 May 2018
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What sorts of community action by parents, schools and others (?) could we envisage, Simon? I'm thinking of how might we enable/facilitate clusters of community services/projects to be created by communities themselves?
— Jennifer A Hawkins (@jenhawk6248) 2 May 2018
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There is a level of expertise in this that is scarce, at best, and needs developing. We have so much to learn from the community organising tradition -not just in the US but here in the UK, too. Organisations such as @NickGardham ‘s @coorganisers but schools must kick start this.
— Simon Feasey (@smfeasey) 2 May 2018
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Sorry @corganisers #AskPastoralSimonFeasey @UKpastoralchat
— Simon Feasey (@smfeasey) 2 May 2018
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Schools are embedded physically in their local communities – but not always embedded in their relationships. It’s crucial that schools play a role in the transformation of the whole community. They should champion an agenda of community mobility and not just social mobility
— Nick Gardham (@NickGardham) 2 May 2018
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So true. Fixation on ‘social mobility’ encourages deficit thinking-seeing certain communities as “bundles of pathologies that need fixing” (Professor John Smith). Rather, we seek to empower + liberate community members and respect their personal narratives #AskPastoralSimonFeasey
— Simon Feasey (@smfeasey) 2 May 2018
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I totally agree with this statement! I have done this in my research and it is tremendously enlightening and much more complex than the usual 'deficit' train of thought. I have never found a situation where the persons ideas didn't make sense taking account of their experiences!
— Jennifer A Hawkins (@jenhawk6248) 2 May 2018
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Yesss!! I love the idea of doing that – well put!!! I think though it needs to start with asking the parents what is needed? From my experience the answers can be surprising and articulate – they often know much better than we do what is needed but don't expect to be consulted.
— Jennifer A Hawkins (@jenhawk6248) 2 May 2018
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My experience is that they absolutely do, Jen. More schools should be liberating themselves by harnessing all that is out there. #AskPastoralSimonFeasey
— Simon Feasey (@smfeasey) 2 May 2018
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Not just what’s needed, but what have they got to start with. Starting with what they have, and not what they haven’t is crucial. From this it can be established what communities can do, what communities can do with the support of others and then lastly was services can do.
— Nick Gardham (@NickGardham) 2 May 2018
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I absolutely agree – they know about their own community – its strengths and weaknesses.
— Jennifer A Hawkins (@jenhawk6248) 2 May 2018
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However – you would have to imagine/report on other people's projects yourself in order to make it possible to take initial ideas forward – this is where more data comes in! Parents could report ideas to the group themselves based on their perceptions of their needs and adapt.
— Jennifer A Hawkins (@jenhawk6248) 2 May 2018
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For me effective community building or organising will; (a) create a culture of possibility (b) challenge perceived permission culture where we have to seek permission to engage in community action, and, (c) facilitate action that inspires others.
— Nick Gardham (@NickGardham) 2 May 2018
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The process I work to, Nick >>> pic.twitter.com/e0o6HbZQDS
— Simon Feasey (@smfeasey) 2 May 2018
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Clothes/Uniform Bank-Sure Start-Parenting-Budgeting/Cooking-Home Decorating Classes-Senior Citizen Visits/gardening/chatting/odd jobs-Food Bank-Cafe-Toy Library-Gardening-Maths for parents-Sewing-Craft Making for Charity-Quiz Team Practice-Yoga-Breakfast Club-Bingo-Credit Union!
— Jennifer A Hawkins (@jenhawk6248) 3 May 2018
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It sometimes feels as though families rely on schools to solve mental health issues with young people rather than take responsibility for their own parenting.
Partnership is definitely the answer but only successful with consistency and clarity from both parties #ukpastoralchat— Rob Coultas (@CoultasRob) 2 May 2018
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Yes. We are not fixers, in my view, but we can listen and work together – with external support – because it really is that important.
— Simon Feasey (@smfeasey) 2 May 2018
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I agree. Families value someone listening and definitely need our expertise and guidance.
External support is key, just frustrating that it cant always be relied upon to continue your hard work… 😔
More reliable and timely support always costs money #ukpastoralchat— Rob Coultas (@CoultasRob) 2 May 2018
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I ALWAYS value a schools input and have often asked for advice bc a) schools have expertise b) impartial (not their own kid) c) they have my daughter for a huge chunk of her day d) I trust what they know but I agree everyone needs to be on same page
— 🥀 (@aneducatedfool) 2 May 2018
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So how can we successfully encourage families to continue our work at home with consistency? #AskSimonFeaseyPastoral
— Rob Coultas (@CoultasRob) 2 May 2018
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Homework, such a BIG and interesting topic. I think age and phase matters. Personally, up to a certain age (definitely primary) I would like to see school and families working on a shared topic for part of the year – drawing on the local: heritage, culture, community.
— Simon Feasey (@smfeasey) 3 May 2018
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Poor mental health grows in adolescent and adult populations. Parents can't address their own mental health needs, let alone their child's.
— Jamie Scobie (@JamieScobie) 2 May 2018
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We can't do everything, first & foremost we are there to teach our young people. But if we want to truly make a difference & deliver a holistic educational package, then it's imperative that we respect & support our families in any way we can. Life doesn't end at 3pm #AskPastoral
— Callum (@Callum_SEND) 2 May 2018
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I agree but I think we should shy away from the 'support', or even, 'fix' language + negotiate partnership #AskPastoralSimonFeasey
— Simon Feasey (@smfeasey) 2 May 2018
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Absolutely! It's all about empowering #ukpastoralchat
— Callum (@Callum_SEND) 2 May 2018
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If we want children to succeed in the current climate schools must take account of mental health – whilst budgets are tight need to be proactive rather than reactive – which can take more money. Put in place well-being activities for staff and pupils. #AskPastoral
— Bretta (@2106Head) 2 May 2018
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Agree. It is a BIG issue and requires BIG investment but us on the ground need to become more politically active and push for a more just system. It is the system that is doing the damage.
— Simon Feasey (@smfeasey) 2 May 2018
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I have been saying exactly the same thing recently. Not always easy getting on the front foot but time must be made to do this if we are to make a big difference. Do you have any well-being activities that have worked at your school already? @2106Head #AskPastoral #ukpastoralchat
— Rob Coultas (@CoultasRob) 2 May 2018
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Mindfulness is fantastic – we have used in years 1 and 3 as a aid to transition between phases and year 6 for SATs stress. currentl;y undertaking #MindfulMayChallenge across school #askpastoralchat
— Bretta (@2106Head) 2 May 2018
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Mindfulness is a great if used appopriately. I like this idea!
This colouring canvas I shared on my feed this week was completed by around 10 members of staff and 25 students at various meetings and interventions I have hosted. So effective! #AskPastoral pic.twitter.com/D201tsj4Pe— Rob Coultas (@CoultasRob) 2 May 2018
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Love this! in my school we had a Zentangle group for anxious children. We extended this to parents too. It was well received. We even provided packs for parents and children in hospitals. Love the final result here, it's stunning!
— Judy (@jjpcuba) 2 May 2018
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Thank you! Im going to create display on the corridors, this is piece number 1!
I really like that parent pack idea, might have to consider something similar to support parents at home 😊— Rob Coultas (@CoultasRob) 2 May 2018
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I think we need to be very careful how we deal with mental health, as some methods seem to be counterproductive and lessen resilience. That said, I have only ever saw positive results from this colouring in.
— FanofNUFC (@AustraliaToon1) 2 May 2018
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Are parents involved at all? #AskPastoralSimonFeasey
— Ceri Stokes (@CeriStokes) 2 May 2018
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Of course – I was thinking about teaching of well-being in schools for everyone regardless of the problems some pupils demonstrate. if this is the case then conversations and communication are vital. #AskPastoralchat
— Bretta (@2106Head) 2 May 2018
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Thanks to what @cazzash @NiaTalbot @smithsmm and @EmpathyLabUK @jonnybid and many others are doing with picture books. I am convinced that picture books have a fundamental part to play in helping children (and thrir parents) to realise there are many ways of 'being'
— Melissa Jordan (@melissacreate15) 2 May 2018
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Thanks @melissacreate15 I’m not sure ‘responsibility’ is the right word. In order to support the children it’s really important to know them well and that includes their families and their community and to work in partnership as much as possible.
— Caroline Ash (@cazzash) 2 May 2018
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Yes totally agree with understanding kids, families and working in patnership are vital too.
— Melissa Jordan (@melissacreate15) 2 May 2018
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It is the communities responsibility to support the family. Your motives are excellent and if, within the same budget, you can support the family which subsequently makes the learning environment better, then yes. 1/
— FanofNUFC (@AustraliaToon1) 2 May 2018
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I agree the stronger the links to the community the better. The more "buy in" from the community the better. Its hard to know where a schools responsibility begins and ends. Hardship, hunger etc., are all wider community and social services issues.
— FanofNUFC (@AustraliaToon1) 2 May 2018
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Lots of parents really appreciate support in the form of workshops but often those that need it most won't/ can't engage #AskPastoralSimonFeasey
— Changing States of Mind (@LucindaP0well) 2 May 2018
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A lot of work needs to be done on school approach and us making ourselves not hard to engage with. A good starting point… pic.twitter.com/cxdI8C1GNU
— Simon Feasey (@smfeasey) 2 May 2018
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So how can schools reach out to these parents without sounding threading? #AskPastoralSimonFeasey sometimes it feels like schools can’t win with their approaches as every parent is different and what works for one will be seen as invasive to another
— Ceri Stokes (@CeriStokes) 2 May 2018
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From my experience… start with community conversations… pic.twitter.com/vjBp430c8I
— Simon Feasey (@smfeasey) 2 May 2018
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— Simon Feasey (@smfeasey) 2 May 2018
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They find it difficult to come to school and sit in a room with parents who they feel know more than them and teachers as they have often had a bad experience of school themselves, we need to create smaller groups and personal invites to help this. #askpastoralchat
— Bretta (@2106Head) 2 May 2018
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Resources for health and social care are so stretched. The expectation and dependence for support from schools will becoming increasingly real. #UKPastoralChat
— EmmaWot1 (@EmWot1) 2 May 2018
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It is a partnership pupil, parent and School. Work together, listen to each other with one aim the best support possible for the pupil.
— Jonathan Harris (@DCPSDeputyHead) 2 May 2018
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Great debate. Thank you so much… Q #AskPastoralSimonFeasey pic.twitter.com/6MxVwAGqiF
— Simon Feasey (@smfeasey) 2 May 2018
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You need to be able to help without being the one ultimately responsible for all ills in wider society. As a community we are continuously blaming government or someone else for wrongs or have nots we see. We need to also look at what we can do to help.
— FanofNUFC (@AustraliaToon1) 2 May 2018
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This is too true. How can this be altered? #UKPastoralChat https://t.co/NNM2u2nt77
— EmmaWot1 (@EmWot1) 2 May 2018
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Helps if pupil sees a united front. Keep communication open. It’s small steps to build bridges. Clear expectations for school and home. #UKPastoralChat
— EmmaWot1 (@EmWot1) 2 May 2018
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Is perception of power a common concern? #AskPastoralSimonFeasey
— Ceri Stokes (@CeriStokes) 2 May 2018
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I absolutely think so. Vulnerability as a concept, too. We need to lean in to vulnerability, open up and generate "power with" communities and not keep on exercising "power over". Let's face it something needs to change. The way we engage with parents and community?
— Simon Feasey (@smfeasey) 2 May 2018
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Mmmmmm not sure I agree. But then perhaps I am being blinkered. The amount of emails, phone calls and meeting my staff have show that staff and sch are bending over backwards to listen and try to do things to help. #AskPastoralSimonFeasey
— Ceri Stokes (@CeriStokes) 2 May 2018
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How often do we sit around the table face-to-face. Yes, BIG investment but it cuts out the misfiring and noise in-between.
— Simon Feasey (@smfeasey) 2 May 2018
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Interesting that after two discussions this week with parents I have been trying to 'think out of the box'. Planning to increase PSA hours, train staff on mental health and disabilitie sand syndromes that may occur in our pupils or family members. 1/2 #askpastoralchat
— Bretta (@2106Head) 2 May 2018
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I think any culture of MH support needs to be embedded in a leadership vision, part of the fabric of what we do as oppose to a bolt on. This way the leadership is truly stepping up but alongside an empowered staff who can recognise vulnerabilities as they happen and act.
— Mr Ben (@mr_bjones1986) 2 May 2018
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I have chatted to my two SLT members and they are in agreement with me – we as the SLT will be a united front and work hard to ensure staff share our vision and understand our reasoning behind it – major objective for the SDP next year. #askpastoralchat
— Bretta (@2106Head) 2 May 2018
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It's a step we made a year or so ago, I have to admit staff buy in has been key. Accessing ongoing, high-quality cpd on a regular basis keeps the initiatives at the forefront of our thinking, whilst making the implicit practice explicit has meant we have a consistent model.
— Mr Ben (@mr_bjones1986) 2 May 2018
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If you'd like I'd be totally happy to share what's worked for us but also some of the pitfalls we've met? It's the way forward so I'd be happy to help if I can.
— Mr Ben (@mr_bjones1986) 2 May 2018
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It’s about knowing your families. Building relationships and having someone who they trust. Open the doors so families can engage on positive school experiences. #UKPastoralChat
— EmmaWot1 (@EmWot1) 2 May 2018
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Absolutely. And harness their skills, talents, knowledge, experience… their investment is priceless all round.
— Simon Feasey (@smfeasey) 2 May 2018
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Completely. That’s a true partnership. #UKPastoralChat
— EmmaWot1 (@EmWot1) 2 May 2018
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Also set up a 'safe' area for pupils to access during break / lunchtime staffing it so they've someone to talk to and feel listened to, embed mindfulness and provide staff with non-contact to research any disablilities or syndromes of the pupils in their class. #askpastoralchat
— Bretta (@2106Head) 2 May 2018
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We shall also provide training for dyslexia friendly classrooms and training for attatchment and autism. #askpastoralchat
— Bretta (@2106Head) 2 May 2018
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@CosmicKidsYoga and @GoNoodle are fab for mindfulness for the younger ones. 😌✨
— Mindful Teacher 🍍 (@Mindfulteacher7) 2 May 2018
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Also, on uniqueness. I often see phrases churned out, which means little many times. Your ability to treat everyone uniquely ultimately depends on your resources, people and ££.
— FanofNUFC (@AustraliaToon1) 2 May 2018
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All communities are unique. That is an inescapable fact. If we keep pursuing – if we do – a one-size-fits all approach, we fail. That approach has not worked yet. It comes at a cost. A human cost. Young people + families.
— Simon Feasey (@smfeasey) 2 May 2018
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At the moment, there just seems to be barriers between school/home relationship, which has an adverse affect on the child… which needs to change for the benefit of the child! #AskPastoral
— All Things Pastoral (@PastoralThings) 2 May 2018
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I would always advocate face-to-face honest conversation. Reach out to them (I am sorry, I am sure you have) by suggesting neutral ground, if not their home? Tap into what they have to offer, whatever that might be.
— Simon Feasey (@smfeasey) 2 May 2018
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Do you mean parents? If so use structured conversations and meet in a more neutral space not the HT or HOD office. #askpastroalchat
— Bretta (@2106Head) 2 May 2018
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Initially from home, but then of course, once the child sees that home are reluctant to engage, they are reluctant too. Thanks for your feedback. #AskPastoral #PastoralThings
— All Things Pastoral (@PastoralThings) 2 May 2018
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Agree. As for structured conversations. Nothing works better. Nothing! Thanks Bretta
— Simon Feasey (@smfeasey) 2 May 2018
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I am a major advocate for structured conversations, have mentioned on various chats here of twitter previously and have used now in 3 schools. Agree with Simon- nothing works better. #askpastoralchat
— Bretta (@2106Head) 2 May 2018
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Tricky when parents won't come to the school or have their own mental health issues. Have been toying idea of vlogs to offer help to parents when they can't make into schools. #AskPastoralSimonFeasey
— Changing States of Mind (@LucindaP0well) 2 May 2018
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Mindfulness is fantastic – we have used in years 1 and 3 as a aid to transition between phases and year 6 for SATs stress. currentl;y undertaking #MindfulMayChallenge across school #askpastoralchat
— Bretta (@2106Head) 2 May 2018
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Also take a look at #MindfulMayChallenge and the book written by @Ed_Tmprince #askpastoralchat
— Bretta (@2106Head) 2 May 2018
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Thanks @melissacreate15 I’m not sure ‘responsibility’ is the right word. In order to support the children it’s really important to know them well and that includes their families and their community and to work in partnership as much as possible.
— Caroline Ash (@cazzash) 2 May 2018
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As a therapist I involve families as much as possible. Their input to assessment is invaluable. As a a whole I believe it's important to work with families and to have knowledge & skill in house which can also signpost to #earlyhelp/#outreach when needed @AskPastoralSimonFeasey
— SLT in SEND (@SLTinSEND) 2 May 2018
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Thank you so very much Simon for hosting a brilliant informative chat tonight. Also to everyone who joined in #UKpastoralchat tonight.#AskPastoralSimonFeasey pic.twitter.com/oxxSzFYmyb
— UKPastoralChat (@UKpastoralchat) 2 May 2018
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Thank you. And thank you to all participants who gave up their time to engage. I will pore over everyone’s contributions, pull key themes out and share through a blog #AskPastoralSimonFeasey
— Simon Feasey (@smfeasey) 2 May 2018
Community Capacity Building 