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In terms of pupil gains, it is easy to see that there could be social or relational gains, e.g. being able to collaborate with others or to reduce challenging behaviours. Emotional gains could also be identified, e.g. gains in confidence or sense of self. Physical or material gains might be in terms of spatiality, which can be analysed in terms of proximity, mobility and possession (Gray2004Gray, 2004). The temporal dimension refers to perceptions of time 'flying past' or 'dragging', clearly an issue for school pupils. The ethical dimension refers to developing a sense of fairness, or perhaps new attitudes to issues of gender, ethnicity etc. The structural dimension refers to the influence of external regulation and order on pupils and can be detected in concepts such as 'pupil voice' which are enabled by discourses and decisions within and around institutions.
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