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Abstract

This research aimed to explore Positive Greetings at the Classroom Door (PGCD) practices in a junior school in the United Kingdom, examining the views of pupils and teachers to investigate if and how pupils' wellbeing, learning and behaviour is impacted by the strategy which was introduced within School A at the beginning of the academic year. There has been an increased use of internal strategies within schools to improve pupil wellbeing since the COVID-19 pandemic, due to an increased demand on all services; therefore, it is necessary to review PGCD as a strategy to determine the impact. A case study approach was used for a small-scale study, involving 12 teachers and 8 pupils across four year groups. Research methods used were the collection of qualitative and quantitative data via focus group interviews to collate the perceptions of pupils and online questionnaires to accumulate the views of teachers around PGCD within School A. Academic literature was reviewed to determine the current context in schools regarding PGCD. The evaluation of data suggested there to be little or no impact on learning which opposed the literature studied which supports PGCD in impacting learning behaviours and academic achievement. However, a positive impact on the wellbeing of pupils was found within the evidence, which was supported by the literature. A surprising revelation from the study was the impact on teachers’ wellbeing which was not considered prior to the study.

Course: Education Studies - BA - U2711FTC

Date Deposited: 2023-07-28

URI/permalink: https://library.port.ac.uk/dissert/dis14188.html