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Reducing reliance on adult support - Increasing pupil confidence and self-belief
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study examines the impact of Lesson Study on enhancing pupil independence and reducing reliance on adult support among focus pupils with low self-confidence and self-belief in a mainstream primary school setting. It identifies the relationship between self-perception and dependency on Learning Support Assistants, addressing the need for effective pedagogical strategies to foster greater autonomy in learning.
Aims: The primary aim of the study is to explore methods that increase pupils' independence while simultaneously decreasing their reliance on adult support. The study seeks to establish the connections between effective teaching strategies, such as scaffolding, and improved pupil confidence and self-belief.
Methods: The study employs a collaborative Lesson Study approach, where educators engage in professional discussions to develop and implement teaching strategies tailored to the needs of focus pupils. Key components include scaffolding, differentiated success criteria, and pre-teaching. Data on pupils' engagement and self-reliance were collected with ethical consent for anonymous publication.
Findings: The findings indicate that the focus pupils' low self-confidence correlated with a heightened dependency on adult support for task engagement. The introduction of particular pedagogical techniques, such as consistent scaffolding and differentiated outcomes, contributed to increased pupil autonomy. The collaborative professional approach proved effective in refining these strategies, demonstrating that dialogue among educators can drive meaningful improvements in teaching practices.
Implications: This study underscores the potential benefits of targeted pedagogical strategies that emphasise scaffolding and differentiated learning outcomes in enhancing pupil independence. Other educators may find the collaborative structure and focus on professional dialogue beneficial for refining their own teaching practices, particularly in enhancing pupils' self-belief and reducing reliance on additional support. Such strategies may inform approaches to inclusion and support within diverse classroom settings.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), pupil independence, self-confidence, Learning Support Assistants, scaffolding