One of the features of RRE since its inception has been the inclusion of a research dimension.
Much of this was undertaken by Professors Covell and Howe based at the University of Cape Breton in Nova Scotia. The initial funding for research was from an independent grant awarding body and so it remained independent of the local authority. Their methodology and findings have been peer reviewed and appear in numerous education journals and books. The research and evidence is summarised in this section.
It includes a smaller scale piece of research on resilience. This should be read in conjunction with papers in the Teaching and learning section.
There is also reference to the research undertaken by the University of Sussex with schools in different areas of England undertaking the UNICEF Rights Respecting Schools Award. The impact was also considerable and similar to the impact of RRE in Hampshire schools.
We have also selected some quotes from Ofsted reports which highlight the contribution of RRE to school improvement.
The research has often pointed to the impact RRE has on pupils from more disadvantaged backgrounds and there is now more interest in the role RRE can play in narrowing gaps in performance between pupils.
It would be useful to be familiar with Covell and Howe’s work, Education in the best interests of the child – a children rights perspective on closing the achievement gap, published by University of Toronto press, 2013, ISBN: 978-1442614512.
The documents below are numbered to give an indication of a development process which aids the successful implementation of RRE.