Education & Every Child Matters

In the chapter ‘Education and Every Child Matters’, Pat Broadhead and Doug Martin look at the ways in which the education system and those who work within and with it have responded to, and shaped, the ECM agenda.

They suggest that policy drivers over the last 20 years have meant that many schools have focussed on the cognitive at the expense of the affective, to the detriment, at times, of children being able to ‘enjoy’ as well as ‘achieve, and with negative impacts on their childhoods. However, changing policy climates might mean that schools could now be well-placed to renew their engagement with the affective, and multi-professional working could be the key to this.

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