'Policy traction' on social and emotional wellbeing: comparing the education systems of England, Wales, Scotland and Northern Ireland

Translated title of the contribution: 社会与情感幸福之 “政策牵引": 比较英格兰、威尔士、苏格兰和北爱尔兰教育体系

Research output: Contribution to journalArticlepeer-review

Abstract

This paper provides a ‘home international’ comparative analysis of education policy on social and emotional wellbeing, drawing on the case of the UK and its four distinct education systems of England, Wales, Scotland and Northern Ireland. Wales, Scotland and Northern Ireland have developed more holistic policy in this area, which stands in stark contrast to the disparate policies of England. These divergences in policy are likely to account for differences observed in the awareness, perceived value and ‘take up’ of policy by schools–what we refer to here as differences in ‘policy traction’ between the different systems of education. Wales, Scotland and Northern Ireland had the highest rates of ‘policy traction’ compared to England where schools appeared adrift about policy in their jurisdiction. We consider these findings in light of challenges and opportunities for policy learning.

Translated title of the contribution社会与情感幸福之 “政策牵引": 比较英格兰、威尔士、苏格兰和北爱尔兰教育体系
Original languageChinese (Traditional)
Pages (from-to)451-469
JournalComparative Education
Volume58
Issue number4
Early online date29 Mar 2022
DOIs
Publication statusPublished - 31 Dec 2022

Keywords

  • education policy
  • social and emotional wellbeing
  • ‘home international’ comparative analyses
  • ‘Policy traction’

ASJC Scopus subject areas

  • Education

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