LEARNING TO LEARN
guaranteed to generate unjust results in some cases . The application of the principle of equity , would , he argued , ensure that judgements would be made which could reconcile legal justice and absolute justice . This has long been a tradition in English law too . The equity system was developed in the High Court of Chancery ( around the late 14th Century ) to provide a remedy in cases when common law was not flexible enough to deliver a fair resolution ; in effect acting as a bridge between rigid legal principles and justice . This example can set the tone for school discipline . When seeking to build a school culture in which students “ buy-in ” to the principles set down in school rules , equity can be at the very heart of decisions made . In practice , this can make behavioural interventions seem complex , and can lead to questions about consistency . Some schools take a simple – common law – approach which states that if you are found to have done x then you will be given y sanction . There is , of course , a simplicity to that approach which is appealing . It is easy to justify ; it is viewed as strong and consistent in the school community , and it requires less time to investigate . However , that simple approach is not without problems . For an individual or group , the outcome can be unfair because their context has not been taken into account . This leads to another problem – that of perception . In the eyes of the students who are being sanctioned , for example , when treated universally rather than according to their needs , there is a loss of agency in the process which could lead them to dismiss the authority of the school . As Yeager , Dahl and Dweck ( 2018 ) recognise , if school interventions do not align with adolescents ’ enhanced desire to feel respected and to be accorded status , then they tend to fail . By contrast , their studies show that when students feel that they are being treated with respect then they demonstrate far greater self-regulation , ability to think about the future , and – crucially – capacity to change .
This is as true for rewards as it is for sanctions . Many schools award merit or distinction points to students to reward them for good progress and to encourage continued effort . It is , of course , easiest to use a system based around equality to award these . So , for example , when marking a piece of work , all those who attain over a certain grade receive a distinction . However , though gratifying for the student who receives a distinction in that circumstance , this rewards attainment and not effort , and therefore is less likely to have an encouraging impact for students . Indeed , under this system some students may never be awarded such a prize , which can become disincentivising . However , if the principle of equity is applied instead , then a student who may have attained a lower grade can be awarded a distinction if it is recognised that they have made a big step in the right direction . Thus effort is rewarded , which is a more positive message than awarding a student for pure attainment . It is also easier , using this equitable system , to award distinction points for less tangible achievements such as sustained focus in lessons or training sessions , exceptional team spirit or other such positive character traits which the school might wish to make an example of rewarding .
Access
For independent and private schools , the principle of equity can also be applied when awarding financial assistance to make our schools more accessible . This is an emerging trend within the sector , with many schools moving away from attainment-based scholarships ( with money discounted from the fees to reward a child for their skills in a certain area of school life ). Instead , many schools are moving to a system of free and assisted places which are based entirely on an evaluation of parental ability to pay fees . This enables schools to select children who would suit the learning environment offered in the community but who would otherwise not be able to attend . This is , of course , beneficial to the child concerned . But the benefits , arguably , are even greater to the entire community as widening access allows every member of the community to value the full power and beauty of diversity and leads to a more inclusive environment as a result .
Conclusions
Taking equity as a central part of school ethos can have transformative effects , not only in the areas shown above , but in many others as well . It might seem like a very small change to move away from the concept of equality towards equity but , in reality , the shift is a fundamental one . At Sevenoaks School this key principle has become part of the bedrock for our school strategy for the next 10 years . It underpins our resolve to widen access to the school , with all the corresponding benefits to diversity , as well as ensuring that our school community is as fair and inclusive as it possibly can be . The journey started with the writing of an Equity , Diversity and Inclusion policy , to replace our previous Equality statement . Since then it has led us to form a series of working groups designed to gain student views on key areas of school life which will , we hope , provide an insight into school issues , whilst also suggesting reasonable adjustments for those issues . If students are educated according to the principle of equity they will gain “ the content , attitudes , and skills needed to know reflectively , to care deeply and to act thoughtfully .” ( Banks , 1994 ). They are then likely to carry that understanding forward into their future lives and working practices which will enhance the journey towards true equality .
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