NACE is collaborating with York St John University on research and resources to help schools support more able learners with high levels of perfectionism. In this blog post, the university’s Luke F. Olsson, Michael C. Grugan and Andrew P. Hill outline the current research in this field and how growing awareness of the problem can be used to reshape classroom climates for the better.

The need to be or appear perfect pervades all aspects of society. In education, this is evident in that the experiences of many students appear to be underpinned by irrational beliefs that they need to perform perfectly. Perfectionism – an aspect of people’s personality that involves unrealistically high standards and overly critical evaluation – is therefore a particularly important characteristic to examine when considering the experiences of students.

Recent research suggests that perfectionism has become a hidden epidemic among students over the last 30 years, with students now more perfectionistic than ever before. In addition, this complex characteristic has been found to explain a wide range of outcomes among students. On one hand, some aspects of being perfectionistic are related to better academic performance. But, on the other hand, other aspects of perfectionism have been found to be significant sources of psychological distress for students, including burnout and depression.

Regarding more able learners, one interesting study of 10 samples including over 4,000 students found that intellectually gifted students tend to display higher levels of aspects of perfectionism than non-gifted students. One implication is that more able students are potentially at greater risk for mental health and wellbeing issues. This is evident in other research which has found that while more able students perform better academically, they can also be unhappier, lonelier, and have lower self-esteem. Tellingly, this may also be why more able students often respond to failure and setbacks more negatively.

As a consequence of what we have learned from research, it is apparent that more may need to be done to better support perfectionistic more able learners. Critically, if more able learners display signs of mental health difficulties, they need to be referred to a mental health professional. As such, those who work with more able students will need to be able to recognise when this might be the case. Improving mental health literacy among teachers is one way to do so.

There is also a great deal that can be done in regard to preventing mental health difficulties before they arise. We believe that prevention efforts aimed at reducing perfectionism are particularly important in this regard. One new area of research focuses on understanding how the environment created in achievement contexts such as the classroom can be designed in a way to discourage perfectionistic thinking among students. Our work in this area suggests that perfectionistic environments can involve a number of features including unrealistic standards (e.g. demanding extremely high standards regardless of ability), harsh criticism (e.g. fixating on minor mistakes and errors), manipulation and control (e.g. public punishments and rewards to motivate students), and anxiousness (e.g. signalling excessive concern over mistakes).

As awareness of the negative effects of perfectionism for more able learners students increases, there will be a greater emphasis on what teachers can do to support students. We believe that reshaping the classroom climate and making it less perfectionistic is one way teachers can help do so, and combat the hidden epidemic of perfectionism in young students.

NACE, York St John University and Haybridge High School (a NACE R&D Hub leading school) are currently trialling new resources to help schools raise awareness about perfectionism and support students with high levels of perfectionism. Watch out for updates in our monthly email newsfeed.

Laura March, Hub Lead of the NACE R&D Hub at Southend High School for Boys, shares eight key issues discussed at the Hub’s inaugural meeting earlier this term.

Our inaugural NACE R&D Hub meeting was attended by colleagues from 12 schools, spanning a range of phases and subject areas. Ensuring the Hub meetings are focused on evidence and research allows us to respond to the masses of misinformation presented to us. A collaborative approach to understanding the needs of more able and talented (MAT) learners, and how to support them, enables colleagues to become more open and reflective in their discussions.

We started the meeting by sharing our own experience at Southend High School for Boys (SHSB), exploring our work towards gaining and maintaining the NACE Challenge Award over the last 15 years, and what strategies have had the biggest impact.

In the following discussion, it was interesting to explore what ‘differentiation’ means to different colleagues and key issues raised about what constitutes ‘good’ practice. It was also useful for colleagues from different fields – science, MFL, primary, physics, English and RE – to share approaches to developing writing skills, such as using ‘structure strips’, visualisers to model work, or tiered approaches to subject vocabulary. Finally, some questions were raised about communicating more able needs with parents; what should be included in the school’s more able policy; and how to monitor the impact of strategies on more able learners.

Here are eight key areas discussed during the meeting:

1. Strengthening monitoring and evaluation

This had been identified as an area for development at SHSB. MAT Coordinators and Subject Leaders are responsible for completing an audit to review their previous targets for more able learners and to outline opportunities, trips, competitions, resources and targets for the new academic year. This enables the MAT Lead to identify areas for pedagogical development so that targeted support can be put in place, as well as any budget requirements to purchase new resources.

2. Engaging with parents and carers

We shared the example of our parent support sheet. Not only are we bridging the gap between academic research and classroom practice, we aim to encourage a positive dialogue with parents by sharing the latest research on memory and strategies of how to stretch and challenge their sons and daughters at home. This has been very positive during parents’ evenings, with departments recommending extended reading; apps for effective revision such as Quizlet and Seneca; and You Tube videos for specific topics.

3. The zone of proximal development

As part of the Department for Education Teachers’ Standards, teachers must adapt teaching to respond to the strengths and needs of all pupils. This includes knowing when and how to differentiate appropriately and using approaches which enable pupils to be taught effectively (Department for Education, 2011). We looked at the Zone of Proximal Development (Vygotsky) and how we ensure pupils avoid the ‘panic zone’.

As Martin Robinson (2013) says: “We are empowered by knowing things and this cannot be left to chance”. We cannot assume that more able learners know it all and simply leave them to their own devices in lessons. In contrast, we must avoid providing work that they are too comfortable with, resulting in easy learning and limited progress.

4. Myths and misconceptions

We looked at common myths surrounding more able learners and agreed that many of these are unfounded and untrue. Not all more able pupils are easy to identify because the opportunities are not always provided for talents to emerge. Likewise, SEN can mask multi-exceptionalities and we should ensure we have measures in place to identify these. We are also aware that the more able learners are not always the most popular or confident; many will suffer from ‘tall poppy syndrome’ or ‘imposter syndrome’.

5. High expectations for all

The key message is ensuring all learners have high aspirations and expectations and are provided with different routes to meet these. The research indicates that good differentiation is setting high-challenge learning objectives defined in detail with steps to success mapped out. It includes looking at the variety of ways teachers support and scaffold students to reach ambitious goals over time. We should avoid using language that sends a message to students that this part of the curriculum is not for them and that high expectations are only for ‘some’. We know that teaching to the top will raise aspirations for all learners.

“Effective differentiation is about ensuring every pupil, no matter their background and starting point, is headed towards the same destination, albeit their route and pace may differ. In other words, we should not ‘dumb down’ and expect less of some pupils, but should have high expectations of every pupil.” – Matt Bromley (SecEd, April 2019)

6. Developing literacy and writing skills

As part of our School Improvement Plan, we have a renewed focus on disciplinary literacy. Embedding this in lessons is a key way to ensure all pupils are able to express themselves within their subject domain.

“The limits of my language are the limits of my mind.” – Ludwig Wittgenstein

The range of writing we ask students to do is broad: analytical, evaluative, descriptive, explanatory, persuasive. Expecting them to shift between these without a clear structure is understandably going to create problems, so good modelling is essential. To support this, our MAT Coordinators have been using visualisers to model how to use key words in writing and to close the ‘knowing and doing gap’.

7. Metacognition

Externalising our thinking aloud enables pupils to improve metacognition. This is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components of effective learning.

8. Curriculum planning

We finished our meeting by looking at the new education inspection framework, specifically the guidance on subject curriculum content. Does it emphasise ‘enabling knowledge’ to ensure that it is remembered? Is the subject content sequenced so pupils build useful and increasingly complex schemata?

Our next Hub meeting will focus on the most effective ways to build up pupils’ store of knowledge in long-term memory.

References:

• Bromley, M. (2019) Effective differentiation: What does it look like in practice? SecEd April 2019.
• Robinson, M. (2013) Trivium 21c: Preparing Young People for the Future with Lessons from the Past. Carmarthen, Wales: Independent Thinking Press.

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Join your nearest NACE R&D Hub

NACE’s Research and Development (R&D) Hubs offer regional opportunities for NACE members to exchange effective practice, develop in-school research skills and collaborate on enquiry-based projects. Each Hub is led by a Challenge Award-accredited school, bringing together members from all phases, sectors and contexts. Participation is free for staff at NACE member schools. Find out more.

1. Explore perspectives on collaboration

2. Use “think, pair, share”

3. Consider group size

4. Allocate roles and responsibilities

5. Choose activities with different learners in mind

6. Encourage learners to reflect

NACE member and Challenge Award holder Llanfoist Fawr Primary School has developed a whole-school approach to character education, drawing on its use of the NACE Challenge Framework alongside the SkillForce Prince William Award. Headteacher Jon Murphy explains why the school believes so strongly in character education as a prerequisite for both wellbeing and academic success.

Why focus on character education?

Character education is not an add-on: it is essential for all young people, and the remit of all educators. Schools have a crucial role in preparing young people to withstand the pressures that life presents, to respond resiliently to setbacks and challenges, and to make informed decisions to shape their future lives. Character education provides the toolbox that will allow them to do so.

At Llanfoist Fawr Primary School, we also firmly believe that nurturing non-academic attributes such as resilience, determination and teamwork is a prerequisite to sound learning. Learning only takes place if the conditions are right and children can cope with the pressures and challenges thrown up by school and life beyond school. And until an individual knows themselves and feels happy in their own skin, they cannot fully realise what they are capable of.

Developing a whole-school approach to character education has unequivocally proved to us that this kind of holistic development is essential in preparing children to become effective learners in all areas, be it academic, sporting, artistic, cultural, spiritual, musical or social. 

This goes hand in hand with our use of the NACE Challenge Framework – recognising the importance of character education as a foundation for all learners to develop and achieve at the highest levels of which they are capable.

What does character education look like at Llanfoist Fawr?

There is no single method for developing character-based curriculum provision. At Llanfoist we have aligned our character education work with the NACE Challenge Framework and with the SkillForce Prince William Award (PWA), for which we were selected as a pilot school. The PWA and NACE Challenge Framework complement and enhance each other perfectly, ensuring challenge for all.

External PWA instructors provide whole-class sessions, each exploring a character attribute or “guiding principle” such as reliance, courage or passion. The PWA explores 28 guiding principles through five key themes – personal development, relationships, working, community and environment – using experiential learning. Children engage in practical skills-based activities and are encouraged to review their actions and behaviour in accordance with the guiding principles.

How is this integrated with other areas of learning?

Character development is not a standalone programme and will not succeed as such; it will only succeed in developing productive character traits if it is an integral part of everything we do and everything we believe in. 

Once a guiding principle and its associated behaviours have been taught in a PWA session, children are encouraged to use and apply that character skill across the curriculum. At every opportunity the class teacher reinforces the principles and applies them to other areas of learning. 

The impact can be seen in every lesson; we see children become more resilient, self-regulating and develop self-belief. The guiding principles and associated behaviours become second nature as learners assimilate, value and live them.

What has been the impact for more able learners, and all learners?

Developing character has transformed the life chances of many of our pupils, including the more able, helping to equip them with the social, emotional and academic skills needed to succeed.

As with many of the most effective influencers in education, the impact cannot be measured in a number or score. The results have been seen in the children’s improved emotional health, wellbeing and view of themselves; the happiness they gain through productive learning; the self-belief and confidence that positively radiates from young people who are comfortable in their own skins and daring to be their “best selves”. 

Character development allows learners to discover previously untapped inner strength, skills, talents and self-belief. It has empowered children in our school to understand how best to lead their own learning, to make strong moral choices and to be confident, independent decision makers. Our more able realise what potential they have and are enthusiastic engaged leaders and learners who thrive on the challenges and opportunities afforded them.

As a school we seek innovative, creative and fun approaches to curriculum delivery with guaranteed high-impact learner outcomes. Developing character education has delivered on all fronts. 

At last term’s NACE member meetup, hosted by The Science Museum, attendees shared tried-and-tested approaches to using questioning effectively to challenge all learners in science. Spanning all phases, and applicable across other subject areas, here are 10 ideas to try in your own classroom…

1. “Tinker time”

Rhian Roberts, Science Lead at Thomson House School, outlined the use of “tinker time” – time for learners to explore the question: “What do you know already?” As well as allowing teachers to assess current understanding and misconceptions to inform future planning, Rhian notes that this also allows pupils to take ownership of their learning, share knowledge with peers, and ask their own questions to move their learning forward.

A similar approach is used at Hydesville Tower School, where learners are prompted to list questions at the start of a new unit. Questions are then shared with peers for up-levelling using Bloom’s Taxonomy, and displayed to be addressed as the unit progresses. The impact, says Science Leader David Burnham, has included “increased ownership of learning, greater engagement, higher thought processes and a raised awareness of the broader scientific field.”

2. Question starters

At Ysgol Gyfun Garth Olwg, sentence stems are used to help learners develop increasingly challenging questions. For example, they might work as group to generate questions based on a photograph, using the following stems:

• Why do you think…?
• Can you explain why…?
• What evidence can you find…?
• Are there any other ways you could…?
• How successful was…?

Groups then swap questions and suggest answers to those posed by their peers. Dr Nia Griffiths, Head of Science, says this approach has led to higher engagement and longer-lasting focus on the task, as well as developing independent learning skills.

3. Solo exploration, double-up, present

At Invicta Grammar School, a three-stage process is used to answer a set of questions, shared out across the class. First, learners work independently on the questions they’ve been given, with support and resources available to develop a detailed response and identify potential discrepancies. They then pair up, collaborating to develop responses further. Finally, they present their work to the whole class, speaking as the “expert” on the questions they have investigated.

“Having worked on two sets of questions, students are doing almost twice as much work in the time available,” says Assistant Director of Science Charlotte McGivern. “They also develop skills to support one another, and the ability to articulate their answers fully.” She recommends jotting down prompters on post-it notes to share with learners during the first stage, helping them to fully explore each question.

4. “Phone a friend”

Peer support is also used at Bardfield Academy, where learners are encouraged to “phone a friend” to help them answer a question in more depth. Science Coordinator Heather Weston says this has meant learners feel more confident about asking for support, as well as providing opportunities for more able learners to share and develop their understanding by explaining difficult concepts to their peers.

To implement this effectively, Heather recommends encouraging learners to attempt to answer the question themselves first, using the “phone” option as a secondary measure to add depth and detail. She also suggests discussing the approach with more able learners separately to ensure they are ready and willing to be the “friend” at the end of the line.

5. Pose, pause, pounce, bounce

This four-stage approach to questioning was shared by Louise Mayhook, a member of the science department at The Bromfords School and Sixth Form College. First, pose a question to the class. Next: pause. Ask students to think, think again, write down and refine their response. Once the tension has mounted… pounce! Choose a student to share his/her answer and pause again to allow time for this. Finally, bounce: ask another student to comment on the first response.

Louise explains that this strategy embeds the effective use of thinking time, encourages learners to make notes (freeing up working memory), extends thinking, and challenges learners to listen closely to peers in order to build upon others’ ideas and develop a shared response.

6. Bouncing questions

Returning to Invicta Grammar School, here again questions are “bounced” from learner to learner – starting with a fairly simple question, and moving up through increasing levels of challenge towards synoptic questions that link with other areas of study. Biology teacher Hannah Gorski explains that this approach helps to build confidence and teamwork, while allowing the more able to develop and verbally consolidate their understanding of challenging concepts and links between them.

In a similar approach, Burton Borough School also “bounces” questions around the class. This time, learners prepare their own questions to ask peers. The first student chooses another to respond, who answers and in turn chooses the next. The school’s Jeremy Price notes that this approach has supported the development of strong subject knowledge and enjoyment, with learners motivated to come up with challenging questions for their classmates.

7. What happened first?

At Charterhouse Square School, learners are challenged to identify the correct order of events in science-related timelines. Given a set of milestone scientific achievements, discoveries and inventions, learners discuss their ideas about which happened first, providing arguments to back up their chronology. For an example of this, the school’s Amie Dickinson recommends the electrical inventions timeline game available via The Ogden Trust website.

In a similar vein, Science Coordinator Damian Cook shared an example from Oliver House School in which learners are challenged to analyse the elements of a food chain, answering the following questions:

• Why do you think this animal has been so successful at being at the top of the chain?
• What would it take for this animal to lose its position at the top?
  

For an additional challenge, learners are asked to consider which animal the top predator had evolved from, providing evidence to support their answer. Damian notes that once learners become accustomed to this approach, “they start to think like scientists and stretch their minds, which benefits their other studies – I hope!”

8. Visual prompts

The use of visual prompts alongside challenging questioning was a recurrent theme at the meetup. Shona Butler, Science Lead at St Joseph’s Catholic Primary School, shared the Explorify website as a useful source of engaging images and videos to prompt questions and discussion. She says this approach has helped learners develop confidence in considering a range of ideas, explaining their ideas and justifying their responses.

The Basildon Academies’ Michael Frempong and Hayley Richards – Heads of Science for the Lower and Upper Academies respectively – also advocated the use of pictures or objects to stimulate thinking and discussion. They noted that this allows all learners to contribute, while providing ample scope for learners to ask their own questions – of the objects, the teacher and each other.

9. “Fact first” questioning

To challenge learners to think in more depth about a subject, Drapers’ Academy’s Luxy Thanabalasingham shared the “fact first” approach – starting by giving learners a fact and challenging them to investigate further by generating “how” and “why” questions. Learners may work independently or in pairs, progressing to share their questions and ideas with the wider group. This is an effective way to move on from simple factual questions, Luxy says, encouraging learners to develop their higher-order thinking skills.

10. Write your own exam question

Finally, Weston Favell Academy’s Charlotte Heffernan shared her use of an activity in which learners are challenged to create their own exam questions and accompanying mark schemes. To get started, she suggests providing an answer and asking learners to suggest the question, or providing a question and asking learners to create the mark scheme.

Learners could also be challenged to create questions appropriate for different ability levels, considering what the examiner would be looking for and how key skills and knowledge could be assessed. This approach allows for self-differentiation, Charlotte notes, and has improved learners’ independence in answering questions.

Member resources

• Webinar: Effective questioning in science
• Webinar: Science capital: putting the research into practice
• NACE Essentials: Realising the potential of more able learners in GCSE science
• NACE Essentials: Using SOLO Taxonomy to increase challenge in the classroom
  

To access these resources, log in to our members’ site.