Teachers welcome the duty to teach community cohesion, research shows
Most teachers and schools welcome community cohesion and agree with its principles, according to our new research.
In 2010 we carried out research on community cohesion in schools in England, on behalf of CfBT Education Trust. Two reports were published yesterday: one looks at how schools responded to the new order, the other analyses their approaches and considers policy implications.
Schools have a duty to promote community cohesion. Our research found that most teachers support this both personally and professionally, but they interpret it very differently.
Our research found:
Schools have had varied success in meeting the duty. They pay more attention to action than to the underlying social policy. Most have improved though, partly because they are inspected on it;
Some teachers are not clear about current guidance and inspection criteria. A small number of teachers object to the legal weight of the duty;
There are strong links between the duty and the Education White Paper. In particular, the focus on localism and the Big Society gives schools lots of opportunities.
There are two reports:
School Leaders, Community Cohesion and the Big Societ [pdf]
This Perspective Report sets out the background to the duty to promote community cohesion. It has insights from interviews with teachers and school leaders, as well as pointers for future policy development.
Teaching, Learning and Community Cohesion: a study of primary and secondary schools' responses to a new statutory duty [pdf]
This Research Report gives more detailed guidance for teachers and school leaders.
The reports were written by Nicola Horsley, Don Rowe, Tony Thorpe and Tony Breslin.