How can we identify
children who are disaffected?
Romania pointed out that
disaffection is not always a problem among younger children, they found it
tends to be as children get older they becoming increasingly disaffected.
However, others noticed that the early signs can sometimes be seen –
children coming to school without homework, being physically present but
their minds appear to be elsewhere / distracted. Some children may skip
classes or pretend to be ill so that they can be sent home. Disaffected
children often have slower than average progress in learning and a lack of
care with physical appearance can also be an indicator of attitude.
How can we include
disaffected children in sport?
Provide opportunities.
Provide a wide range of
activities that will appeal to all
Build in additional
practices during the school day – lunchtime for example, so that children
have to be in school to take part.
Provide transport / kit
for children who may have limited parental support.
What activities work
best?
‘Hands on’ activities,
children ‘doing’.
A good chance of
success.
Activities which address
the children’s needs.
Fun.
Authentic / honest
teachers.
Activities which give
children a sense of responsibility.
Where children can be
recognised for who they are.
What are the first
steps?
Approach attitudes and
beliefs through the social curriculum.
Build a relationship and
develop trust with the children through day to day activities within the
school.
Provide opportunities
for children to take part in activities.
Be available to the
children and be authentic.
Make links to family if
it is appropriate and will be of benefit / support.
When and how do we
engage parents?
Be approachable (school
and teachers).
Be available.
Be flexible.
Listen and respond to
parents views.
Have an open door
policy.
Invite parents to
special occasions.
Host community events.
