British Journal of Guidance & Counselling

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Social pedagogy and pastoral care in schools

Chris Kyriacou
To cite this article: Chris Kyriacou (2015) Social pedagogy and pastoral care in schools, British
Journal of Guidance & Counselling, 43:4, 429-437, DOI: 10.1080/03069885.2014.974022
To link to this article: http://dx.doi.org/10.1080/03069885.2014.974022

Published online: 24 Oct 2014.

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British Journal of Guidance & Counselling, 2015

Vol. 43, No. 4, 429437, http://dx.doi.org/10.1080/03069885.2014.974022

Social pedagogy and pastoral care in schools

Chris Kyriacou*
Department of Education, University of York, York, England, UK

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(Received 14 July 2014; accepted 4 October 2014)

In the context of this paper, social pedagogy concerns how a person trained in social
pedagogy can take up the role of a trusted and caring adult to help, support and
empower troubled and vulnerable pupils to meet the demands they face in their lives
so that they are better able to lead fulfilling and satisfying lives and can, in their turn,
contribute to the betterment of society. This paper describes the nature of social
pedagogy, highlights its origins and practice in mainland Europe, considers some key
developments within the current context in England and outlines its implications for
pastoral care in schools. There has been a marked growth in social pedagogy as an
aspect of professional practice amongst the pastoral care community in England. Its
further development will depend on an increasing recognition that pastoral care needs
to follow the pupil into the different social settings they inhabit.
Keywords: social pedagogy; pastoral care; troubled pupils; vulnerable pupils

Introduction
All of us want children to grow up to live happy and fulfilling lives, to feel included in
the mainstream of society and to be able to contribute to their own well-being and to the
well-being of others. If a childs personal circumstances make this difficult to achieve
and/or if the way society operates undermines this, then we have a problem, and a range
of possible support mechanisms and intervention practices may be deployed to overcome
or at least mitigate the problem.
In our society, the task of upbringing, education, care, welfare and the socialisation of
each generation falls to all adult members of society collectively. Of course, parents, other
relatives and carers, play a key role here, as do education, welfare and health care
professionals, but ultimately all adults who interact with children contribute to this
collective task. However, there are times when troubled and vulnerable children are
experiencing turmoil in their lives, and specialist pastoral care support from a trusted and
caring adult trained in social pedagogy can make a real difference in helping these
children cope with the issues they are struggling to deal with.
In recent years, there has been a marked growth of interest in social pedagogy in
England, as evidenced by a sharp increase in the number of books, journal papers,
conferences and courses on social pedagogy, and the employment of professionals trained
in social pedagogy (Fostering Network, 2014; Kyriacou, 2013; Stephens, 2013). And yet
at a conference in England on social pedagogy in 2013, Bill Whyte remarked that despite
this rapid growth of interest in social pedagogy, most professionals working in the area of
*Email: chris.kyriacou@york.ac.uk
2014 Taylor & Francis

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care, education and welfare still just dont get it (Whyte, 2013). This paper offers a
definition of social pedagogy, highlights its origins and practice in mainland Europe,
considers some key developments within the current context in England and outlines its
implications for pastoral care in schools.

A definition of social pedagogy

In the context of pastoral care in schools, the theory and practice of social pedagogy
concerns how a person trained in social pedagogy (the social pedagogue) can take up the
role of a trusted and caring adult to help, support and empower a pupil to meet the
demands they face in their life so that they are better able to lead fulfilling and satisfying
lives and can, in their turn, contribute to the betterment of society. Typical activities
include (i) mentoring; (ii) offering advice and direct help; (iii) liaising with others and
offering advocacy on behalf of the pupil and (iv) shared creative and social activities
designed to enhance personal development, social engagement and well-being. In
essence, social pedagogy is about caring, educating, socialising and empowering.
The following 10 statements provide a description of what social pedagogy is.
(1) Social pedagogy is based on a set of values concerning social justice, inclusion
and the equal valuing of all human beings.
(2) Social pedagogy is based on education in its widest sense, to cover notions such
as learning, upbringing, socialisation, care, welfare and personal development.
(3) Social pedagogy is based on the social relationship between a social pedagogue
and the pupil which is collaborative, and through which the social pedagogue
aims to enhance the pupils well-being by enabling them to better address
challenges they face concerning their welfare, social care, health and educational needs.
(4) The social pedagogue seeks to enhance the pupils sense of self-esteem and
self-efficacy, their sense of being engaged and participating in society and their
sense of being in control in addressing the challenges they face in their life.
(5) Social pedagogy is concerned with the improvement of society by strengthening
the pupils sense of belonging to a community, whilst recognising that each
pupil is part of many different communities at the same time.
(6) Social pedagogy takes place within a particular social, political and cultural
context, and within a set of organisational structures and legal frameworks;
social pedagogues will be critical of and seek to bring about changes that will
weaken or remove barriers to improving the life experiences of pupils in
society, whether it be in their local community or at the level of the wider
society.
(7) Social pedagogy involves maintaining a focus on the needs of the child, and
liaising with parents, carers and others who are involved in the childs wellbeing.
(8) Those trained in social pedagogy work in a wide variety of settings, including
pre-school settings, schools, settings for excluded pupils, residential care
settings, community care settings, settings for those with disabilities, youth
clubs, hospitals, young offender settings, settings offering community-based
creative activities and settings which involve befriending and mentoring; they
may operate using the title of social pedagogue or have another job title which
has included some training in social pedagogy.

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(9) All pupils can benefit from social pedagogy; however, the professional practice
of social pedagogy is primarily resourced to focus on individuals in settings
where particular needs are evident, such as with children facing acute personal
problems, looked after children in residential care and foster homes, those with
disabilities, and those who have become marginalised from the mainstream of
society and social activities.
(10) Social pedagogy can take the form of occurring as part of the normal social
discourse that takes place in social settings, or as part of a specific intervention
strategy designed to better address the life challenges that a pupil is facing.
One reason why a universal definition of social pedagogy has been difficult to adopt is
because different theoretical writings have placed emphasis on different aspects of what
the theory and practice of social pedagogy denotes, and the terms social pedagogy
and social pedagogue have been used in different ways in different countries. It is
impossible, therefore, for one definition to be adopted, unless individuals in all countries
set about reframing job titles and job descriptions, and modifying the dominant discourse
regarding what is meant by terms such as education and social work. The overview
presented here has been developed primarily to help those in England to get a better sense
of what social pedagogy is about. Reading literature based in other countries needs to be
carefully interpreted in the light of this caveat.
Whilst some aspects of the 10 descriptive statements outlined above cover what many
teachers and mentors already do, particularly those who have a designated role within
pastoral care in schools, what makes social pedagogy different and why it can be seen as
a distinctive initiative worth supporting in England is that the practice of social pedagogy
follows this description in a consistent and coherent manner as a single comprehensive
and integrated package. As such, a number of newly established residential homes for
children in care, and schemes of alternative educational provision for excluded pupils,
now make explicit reference to adopting a social pedagogy approach (Eichsteller &
Holthoff, 2010; Kyriacou & Nash, 2012; Smith, 2014). Perhaps the most important aspect
of social pedagogy lies in the establishment of a deep and enduring personal relationship
between the social pedagogue and the child based on trust and care.
The origins of social pedagogy
The historical and theoretical origins of social pedagogy lie in the writings of those who
addressed the issue of how the socialisation, education and upbringing of each new
generation of children can best take place so that they can contribute to living in a healthy
society within which individuals care for each other and contribute to the general benefit
of society as a whole. Such writings can be traced back in different ways for many
centuries, but it is in the late nineteenth and early twentieth centuries that theorising
occurred which is now considered as having formulated the foundations for our
conceptualisation of social pedagogy (Kornbeck & Jensen, 2011; Stephens, 2013). The
key writers here are considered to be Friedrich Diesterweg (17901866), Karl Mager
(18101858), Paul Natorp (18541924), John Dewey (18591952) and Anton Makarenko (18881939).
In essence, these writers tried to map out what is meant by notions of community and
society, how best to achieve social solidarity and community cohesion, and the role of
social relationships and social interaction in learning. Whilst these ideas have contributed
to the development of ideas concerning holistic education and pastoral care more

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generally, social pedagogy more specifically focuses how an individual trained in the
practice of social pedagogy is able to establish and maintain a supportive and caring
relationship with a child and through doing this gradually help and support the child to
deal with the problems they face in their lives.
Such thinking had a major impact on a variety of schemes and projects concerning
care, education and welfare, in mainland Europe, which ranged from innovative
approaches to teaching and learning in schools on the one hand to innovative practices
in the care of adults with disabilities living together in a residential community on the
other hand. Many of the innovative practices developed in the late nineteenth and early
twentieth centuries are still in practice in the twenty-first century (Cameron & Moss,
2011; Kornbeck & Jensen, 2011).

The current context in England

The practice of social pedagogy largely concerns two groups: (i) trained professionals
working in the area of care, education and welfare and (ii) volunteers engaged in
community-based activities to help those facing particular challenges and problems in
their lives.
Whilst social pedagogy is most prevalent in addressing the needs of troubled and
vulnerable children based in residential care, it also occurs in a host of other settings,
which include schools, youth clubs, social work, guidance and counselling, and the youth
justice system. As such, the context for social pedagogy is complex and far reaching, as it
deals with the interplay between key constructs such as health care, social care, welfare,
well-being, social justice, inclusion, socialisation, upbringing, education, social work,
community and society.
Whilst social pedagogy is widely adopted in mainland Europe, in England its
development as a named concept used in public discourse to denote a particular type of
practice is recent and still tentative (Cameron & Moss, 2011; Moore, Jakara, Bowie, &
Marriott, 2013; Petrie, 2011; Stephens, 2013). A major impetus for the growth of interest
in social pedagogy in England occurred as a result of reviews of policy and practice
concerning how professional agencies address the needs of those facing challenges in the
lives, with its emphasis on social justice and inclusion, and the specific consideration of
the role that social pedagogy could play (Berridge, Biehal, Lutman, Henry, & Palomares,
2011; Cousse, Bradt, Roose, & Bie, 2010; Paget, Eagle, & Citarella, 2007).
This growth of interest has continued, and although professional practice, education
and training, research, and policy making regarding social pedagogy is still patchy, it is
certainly widespread, and a number of thriving networks now exist which support the
development of social pedagogy in England. Interestingly, social pedagogy took root in
Scotland much earlier than in England, and practice in Scotland has enhanced and
informed developments in England (Cousse et al., 2010; Smith & Whyte, 2008).
Whilst it is hard to discern where the major developments are likely to take place in
England, three particular settings seem to be receiving particular attention. First, troubled
and vulnerable children, whether it be within schools, or the youth justice system, or in
the context of looked after children, or in addressing mental health issues. Second,
children and adults with long-term disabilities. Third, the elderly, particularly those who
are isolated and face multiple health problems.

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Implications for pastoral care in schools

If we interpret the notion of pastoral care in its widest sense as referring to help, support
and care for those facing challenges in their lives across the life course (from cradle to
grave), and the role that education can play through empowering the individual to better
address their needs and helping them to maintain their sense of self-esteem and selfefficacy, then we can see that professionals working in the area of pastoral care in schools
occupy the same strategic space within the community as social pedagogy (Calvert, 2009;
Kyriacou, 2009).
Indeed, Calvert (2009) has noted that the term pastoral care has become increasingly
contested as an area of shared understanding with a common discourse, but if we pay
more attention to the wider notion of care, it is evident that the application of care to
educational settings provides a clearer rationale for the way in which individual
professional practice and multi-agency professional practice can be developed. Calvert
argues that the notion of social pedagogy within the wider notion of care could thereby
provide the basis for more effective working practices for pastoral care in schools and
beyond.
As such, the increased interest in and adoption of social pedagogy can help shape
how pastoral care staff working in a range of settings can adopt social pedagogy as a
framework for their professional practice. Indeed, there are already schools in England
that are employing individuals who are trained in social pedagogy to work within the
pastoral care system of the school and also contribute to teaching within the area of
personal and social education. Indeed, Barrow (2013) has argued that the application of
social pedagogy in schools could offer a useful alternative frame of references for those
who have been robust in their criticism of the limitations of the current emphasis in
schools on examinations, a tick-box approach to managing learning, and a dubious
inspection process.
A number of examples are already evident where practice in certain areas can be
reframed when informed by social pedagogy. These include meeting the pastoral care
needs of troubled pupils through mentoring (Kyriacou, 2013), through the use of arts
education (Ellis, 2012), through the adoption of a social rather than medical pathway in
dealing with mental health problems (Lone, 2012) and through the use of inclusive
practices (Hatton, 2013).
The growth of evidence-based professional practice in the area of education, care and
welfare has grown immensely, and the notion of intervention is widely used to denote
how tried and tested practices may be deployed to good effect to address a range of
problems which impair or act as a barrier to pupils personal development and
educational progress.
Those involved in pastoral care in schools are uniquely placed at the front line of
using an understanding of theorising and research evidence to assess the underlying
nature of the problems facing troubled pupils and to consider what type of intervention is
best placed to address these.
It needs to be recognised at the outset that the term troubled pupils is itself
contested, in as much as it raises issues concerning what we mean by troubled, who
determines this, and the extent to which the causes of becoming a troubled pupils are
primarily located within the child, or within aspects of the childs environment, or are
largely shared across both domains. The meaning of troubled pupil denoted here is a
pupil who for one reason or another is viewed by the school as being a cause for concern
because they are failing to thrive within the school setting this may be evidenced by

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their appearing to be unhappy, engaging in anti-social behaviour, under-achieving,

disaffected, aggressive or withdrawn. The troubled circumstances may also be
contextualised by issues concerning bullying, truancy, exclusion, stress, bereavement,
abuse and delinquency (Kyriacou, 2003).
An analysis by Tucker (2013) of how secondary schools respond to the pastoral care
needs of pupils in danger of being excluded provides a good example of how the use of
social pedagogy could improve practice. One of the key themes that emerged from his
study was the need for focused pastoral intervention within which personalised mentoring
by a trusted adult could be included. Tucker also noted that schools are thinking
creatively about how best to provide targeted intervention in terms of which personnel
they could involve. Indeed, Kyriacou (2014) has made the case that persistent bullies
could be helped to adopt socially acceptable behaviour through such mentoring.
A study by Broomhead (2013) focused on how educational practitioners can support
children with behavioural, emotional and social difficulties. This study is particularly
interesting in how it characterises the relationship between educational practitioners (as
trusted adults) and parents. Broomhead found that educational practitioners often viewed
themselves as having to compensate for the perceived inadequacies of the parents. In a
social pedagogy framework, every effort is made by the social pedagogue to work with
parents and, where appropriate, to also provide support for parents. However, it is clear
that without training in social pedagogy and appropriate resourcing, trusted adults might
come to view their role as acting as surrogate parents providing clothing, accompanying
pupils to dental appointments and offering emotional support.
It is also important to consider the pastoral care needs of pupils at the point of
transition from the end of their schooling into a world where the support structures which
operate whilst they are in full-time schooling begin to fall away. For many troubled
pupils, this is a very challenging time, and many professional agencies and charitable
trusts seek to provide support and guidance during this period (e.g. Who Cares Trust,
2014). An analysis by Dorsett and Lucchino (2013) based on longitudinal survey data
collected over a 5-year period starting when pupils were 16 years old, identified a group
with a problematic school to labour market transition. This problematic group was
associated with early pregnancy, low educational attainment and self-confidence, and a
disadvantaged family background.
A similar picture has been presented by Shildrick (2014) who explored young
peoples transition from school to adulthood in a context of deprivation and poverty.
Shildrick noted how guidance and support from the young persons family and local
community together with a sympathetic and understanding employer was often crucial for
a successful transition. In some of the cases, the support offered had much in common
with social pedagogy.
Social pedagogy is well placed to offer continuity of care and support during such a
period of transition, and schemes in which the school can be actively involved in
mentoring pupils both prior to and after the point of transition could have a positive
impact on their transition into adulthood.
Working with troubled and vulnerable pupils presents those involved in pastoral care
in schools with a number of professional challenges. Firstly, they need to think about the
interplay between different aspects of their circumstances:
.
.
.

Do they have special educational needs?

Are they living in a supportive and caring family setting?
Do they have any mental and/or physical health problems?

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.
.
.
.
.
.
.

435

How do they relate to and interact with others?

How do they view themselves and others?
Do there appear to be clear causes for their current problems?
Are the apparent causes of their problems of recent origin or long term?
Is the particular setting (the school, the home) part of the problem?
Is the problem specific or multi-faceted?
Do they want to be helped?

Secondly, they need to think about the nature of appropriate support, such as mentoring;
academic, behaviour and/or emotion focused support; developing resilience; counselling;
and therapeutic intervention.
In a study of social pedagogy within the interpersonal relationships formed between
marginalised youth and community support workers, Morgan (2013) astutely characterises
social pedagogic practice. He argues that most professionals slide into a method of
working characterised by efficiency, competency and the need to manage and control
problems; in contrast, social pedagogy involves sustaining a focus on establishing a
positive relationship with the young person through which that person can be empowered.
One of the major challenges facing the development of social pedagogy in England
concerns whether a profession of social pedagogues needs to be created, and/or whether the
practice of social pedagogy can be incorporated in the education and training of existing
professions (schoolteachers, learning mentors, teaching assistants, social workers), and/or
whether short-term education and training workshops in social pedagogy can be offered to
those engaged in supporting and helping troubled children, such as that provided by
charity-based volunteers. All three of these options already occur throughout mainland
Europe and to some extent within England (Cameron & Moss, 2011; Kyriacou, 2013).
However, we need to bear in mind that policy changes dealing with professional
groups working with troubled and vulnerable children, often lead to a further
diversification of professional roles (Edmond & Price, 2009). This need not, however,
be seen as a problem, as the complexities involved in providing children with appropriate
support will require different types of professional practice to be involved. What is
important is that a judgement needs to be made concerning whether a troubled and
vulnerable child has an enduring relationship with a trusted and caring adult to help them
deal with the difficulties they are facing, and, if this is not the case, whether the child
would benefit from a social pedagogue fulfilling this role.
Conclusion
Social pedagogy has certainly arrived in England, and all the signs are that its impact on
the practice of those working in a range of care, education and welfare settings, including
schools, is becoming increasingly evident. Professional networks, in particular, are
playing a key role in supporting and sharing practice. More attention concerning social
pedagogy is now needed within the professional training (both initial and in-service) of
teachers and school support staff as well as others involved in the pastoral care of pupils.
In addition, there is a need to develop innovative and creative support schemes and
structures within schools or involving schools which utilise social pedagogy.
The growth of social pedagogy as an aspect of professional practice amongst the
pastoral care community in England will also depend on an increasing recognition of how
the work of the professionals and volunteers involved will need to cross the school
boundary so that pastoral care follows the pupil into the different social settings they inhabit.

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