Leading Inclusion in Complex Systems: experiences of relational supervision for headteachers

Abstract

In the current context, effectively including children and young people with additional needs is a challenge for school staff. Conflicting demands placed on teachers, support staff and those who lead them often derail strategic planning for the successful inclusion of all learners. School leaders have to work with complexity and 'mess', whilst containing the often powerful and distressing feelings of children, parents/carers and the staff who care for them. Supporting head teachers to take up their role within complex systems, in ways that promote their on-going learning and development, is vital. Critical are the ways in which their own experiences and feelings can be held to aid thinking. This article outlines some of the constraints currently experienced by head-teachers in England, as well as one potential approach to containment: the provision of relational supervision. The experience of relational supervision, for both supervisee and supervisor, is explored through a case study and some suggestions for future developments offered.Fox (2009) wrote a seminal paper on working with systems and thinking systemically, tracing the evolution of both over the last 70 years. He differentiated

Compassion Fatigue and Behaviours that Challenge in the Classroom

“…Key whole school initiatives may include the provision of opportunities for reflective practice (Hanley, 2017). Head Teachers may need to be a priority for any efforts to implement supervision (Kennedy and Laverick, 2019). Such a viewpoint reflects a reality in which Head Teachers play a significant role in nurturing both staff and pupils and depending on local practice may regularly play a vital role in de-escalating both children and staff in crisis.…”

“…The central challenge for teachers working with children whose distress may present as behaviour that challenges, as for many other professionals, is "dealing with primary pain...without unnecessarily inflicting secondary pain...through punitive or controlling reactions" (Anglin, 2002: 55). In order to focus on the former and avoid the latter teachers supporting children whose distress may present as behaviour that challenges may benefit from access to regular opportunities to engage in reflective practice and receive reflective practice supervision (Kennedy and Laverick, 2019), Every teacher though, needs to acknowledge the significance of the emotional dimensions of their practice because every teacher is at risk of being overwhelmed by the processes involved (Hoffman et al 2007).…”

“…In such a scenario, collective reflective capacity may quickly become lost with the result that 'adult behaviour becomes increasingly irrational and erratic.' This process may eventually culminate in abusive or neglectful practice being normalised across a school (Kennedy and Laverick, 2019).…”

Is there a felt need from head teachers to support their wellbeing through the offer of professional reflective supervision? If so, what model would suit them best?

“…There are many examples of EPs providing supervision to support individuals or groups of colleagues within education (Callicott & Leadbetter, 2013;Kennedy et al 2018;Kennedy & Laverick, 2019) and most would follow the British Psychological Society (BPS) guidance on how supervision might be undertaken both within the profession and by the profession (BPS, 1993;Dunsmuir & Leadbetter, 2010;BPS, 2017).…”

“…Interactions are often with people leaving them with their concerns. These might be complaints about the service being delivered; the behaviours of others; sharing of concerns about learning; or complaints regarding a lack of resource (Kennedy & Laverick, 2019;Lofthouse & Whiteside, 2020).…”