His name is offensive to me because Richard Berry was the Professor of Anatomy at Melbourne Universityįrom 1903 to 1929 and was a key and influential Australian advocate of the early 20th Century pseudo-science of Eugenics. Another was the Baldwin Spencer Building named after the anthropologist who was the first special commissioner and chief protector ofĪborigines in 1912, thus beginning a long historic complicity between Australian Anthropology and the genocidal policies of the Australian state.īut probably the most offensive name on any building at University to Melbourne was on the Richard Berry Building. The first example was the Redmond Barryīuilding which was named after the judge who had sentenced Ned Kelly to hang. I may have also been interested in the intellectual rigour that I might encounter there, but the primary reason was tĪt Melbourne uni in the late 1990s I settled into my studies but found myself disturbed every day by having to enter buildings that were named after people who I knew I didn't like. Some of my mates suggested that this was because I wanted to be 'flash' and go to a 'flash' uni,īut the simple truth was that Melbourne uni was the closest to my home and the easiest to ride my bicycle to. When I decided late in life that I should take up the challenge of university studies I chose to go to Melbourne University. The overriding message from The Supportive School is that how schools approach these issues can make a difference to young people’s lives and emotional wellbeing.Gary Foley outside the Richard Berry Building, Melbourne University Schools are currently under considerable pressure to give greater attention to issues of wellbeing. It also places the UK’s much-criticised ‘performance’ on wellbeing issues in an international context and asks challenging questions about how far the UK is lagging behind. The Supportive School documents how schools handle young people, particularly at the key transition point from primary to secondary school, as well as the ways in which they respond to their pastoral and other concerns. What matters is how schools bring these elements together to create a strong ‘culture of support’. These include: the extent to which they feel ‘connected’ with school, their relationships with teachers and with their peers, their sense of the school as a learning community, and the ways in which they respond to the pressures of academic work. It identifies the key factors related to schooling which impact upon young people’s development and affect their wellbeing. The book brings together for the first time the results of over 300 research studies, both from the UK and further afield. But how precisely do schools affect young adolescents’ wellbeing? This book aims to answer that question. Because children spend so much of their time in educational institutions, schools are assumed to be part of the problem. There is a widespread perception across the developed world that the social and emotional wellbeing of young people has been in decline in recent years and that various problem behaviours are on the rise. The Supportive School tackles some important contemporary issues of interest to teachers, parents and policy-makers alike.
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