“(The SHEU survey) was very, very useful. It gave us reassurance we weren’t missing a trick. For example not many pupils in the sample year groups were taking illegal drugs, which re-enforced our opinions. But the survey also raised issues and flagged some things up. We discovered that some of our girls weren’t eating enough – the percentage of girls in our school not eating lunch the day before the survey was higher than the county average. There were other concerns too, specifically around cigarettes, alcohol and attendance.
The school used this data and took a number of actions to address it. More female peer mentors were put in place and the school asked NEXUS (the Extended Schools service) for help, so they developed a programme for girls which addressed their eating patterns, healthy eating, sex education and self-esteem issues.
We ran an anti-bullying group for Year 9 as a preventative measure, based upon data provided by our current Year 10 students.
The travel data revealed that a high number of pupils took the car to school so we involved the BIKE-IT scheme who ran assemblies, brought in their bikes (including one with a pedal-powered smoothie maker!), and raised awareness of health and green issues.
The information about how happy the students were with their lives raised some concerns as far fewer girls were as happy as the boys, so work was done around developing aspirations, role-models and self-esteem."
Silly questions
Silly questions
I was reminded of this piece today:
"This article takes as its starting point the frustration that many people feel when they try to answer attitude questionnaires. it attempts to do justice to those who have laboriously tried to reassert their own attitudes, feeling them unrepresented, or even caricatured by the items offered. For the most part these criticisms, added as comments at the end, or expressed in other ways, have been ignored by psychologists. For one thing they are not easy to score, but more importantly the subject is not considered qualified to criticise the questionnaire designed and standardised by the expert psychologist.
A personal experience is relevant here. Some time ago I was asked, as a subject, to fill in a questionnaire drawn up by a well-known social psychologist. It was entitled 'The Student and Society'. I recall a feeling of intense annoyance on finding the following item: ' I am in favour of destroying the present political system even without knowing what will replace it'. My pencil hovered nihilistically over the response 'strongly agree', then wavered uneasily between 'mildly agree' and 'cannot answer'. In vain did I search the questionnaire for a reasonable expression of my views. Caricatures of extremity and moderation predominated, intermingled with potted homilies and laughable simplifications. I added a side of my own views on the back, but I doubt whether they were quantifiable, as that term is generally understood by psychologists."
From 'Asking Silly Questions' by Martin Rosier. Chapter 6 in: Armistead, N. (Ed.) (1974). Reconstructing Social Psychology. Harmondsworth: Penguin.