“I Never Truly Thought About Them Having Friends”

Leigers, Kelly; Kleinert, Harold L.; Carter, Erik W.

doi:10.1177/8756870517707711

Cited by 11 publications

(3 citation statements)

References 28 publications

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“…Children are spending less time socialising with peers and are less engaged in play outside the classroom (Baines & Blatchford, 2009) especially because, in nearly all schools, breaktimes and lunchtimes are used as occasions to catch up on incomplete work. Other barriers may include lack of information or guidance for children about feeling comfortable with initiating new relationships and the close proximity of adults which may hinder peer interactions (Leigers et al, 2017).…”

Section: Further Barriers To the Nurturing Of Good Peer Relationships Among Childrenmentioning

confidence: 99%

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

Hargreaves¹,

Buchanan²,

Quick³

2021

Educational Review

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This paper explores the peer relationship experiences of 23 primaryschool children who had been designated as "lower-attaining". It is written against the backdrop of the mental health crisis among young people in Britain. Using John Macmurray's principles of equality and freedom as underpinning positive personal relationships, it investigates how "lower-attaining" children experience their peer relationships in a climate where attainment in mathematics and English is politically prioritised over the nurturing of positive relationships. We drew on the recent literature pertaining to peer relationships in general; and peer relationships among "lower-attainers" in particular. We build on the assumption that positive personal relationships support creative learning and high attainment. Using 107 extended individual and paired/triad activity-interviews as well as lesson observations every term over six school terms, we carried out research in four sample primaryschools. Our findings illustrated the high value put on friendships by sample children, despite a strong emphasis in schooling on individual competition. The children described instances of feeling troubled by their relationships; and their "low-attainment" status appeared to be linked to some, if not many, of their troubles. They sometimes felt excluded from the main body of their classes due to emphasis on high-attainment. We conclude by proposing a greater emphasis on collaboration and the nurturing of relationships in schooling, which in turn could support these children's creative learning and attainment.

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Section: Further Barriers To the Nurturing Of Good Peer Relationships Among Childrenmentioning

confidence: 99%

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

Hargreaves¹,

Buchanan²,

Quick³

2021

Educational Review

View full text Add to dashboard Cite

show abstract

“…For example, youth with disabilities can participate in service learning, which allows students to develop knowledge and critical thinking skills as they address needs identified in their community (Garwood et al, 2023). In addition to physical participation, community inclusion also means students feel a sense of belonging within these activities, developing authentic relationships with peers and leaders and purpose through giving back to their community (Garwood et al, 2023; Leigers et al, 2017).…”

Section: Importance Of Meaningful Community Inclusionmentioning

confidence: 99%

Increasing Community Inclusion for Students With Disabilities

Stewart-Ginsburg,

Kittelman,

Rowe

2023

TEACHING Exceptional Children

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“…The opportunities to create friendships have been given mainly reserved attention (Leigers, Kleinert, & Carter, 2017). Thus, mutual peer support group activities organized for research purposes too have not been studied from the children's perspective before.…”

Section: Peer Support Group Activities Enhance Social Interactionmentioning

confidence: 99%

‘I am not alone’ – an ethnographic research on the peer support among northern-Finnish children with hearing loss

Lasanen

Määttä

Uusiautti

2017

Early Child Development and Care

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This study focused on the peer support group activities organized in two northern-Finnish places for children with hearing loss and their experiences of it. Two research questions were set for this study: (1) What kind of support did peer support group activities provide for children with hearing loss as described by themselves?; and (2) What kinds of practical solutions did the support from the peer support group activities provide for children with hearing loss as described by themselves? This was an ethnographic child research, in which the research participants were 16 (12 girls, 4 boys, aged 7-17 years) northern-Finnish children with hearing loss. The main research data consisted of the researcher's field notes and diaries, and focus group interviews among the research participants. Additional research data consisted of various questionnaires and background information. Peer support group activities provided children with hearing loss social, functional, cognitive, and emotional peer support and each of these included practical solutions to cope with hearing loss in everyday life. The benefits of peer support could be summarized as follows: (1) peer support group activities provided information and coping skills for the children' daily lives; (2) participation in group activities and group discussions strengthened the children's social competence; and (2) peer support group activities empowered the participants. The importance of friends and social relationships for children with hearing loss is discussed based on the findings.

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“I Never Truly Thought About Them Having Friends”

Cited by 11 publications

References 28 publications

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

Increasing Community Inclusion for Students With Disabilities

‘I am not alone’ – an ethnographic research on the peer support among northern-Finnish children with hearing loss

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