Pupil wellbeing - Teacher wellbeing: Two sides of the same coin? (original) (raw)
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There is now a strong body of evidence (e.g. Hattie, 2009; that confirms the value of positive teacher-student relationships for learning and behaviour. The quality of relationships in a school, however, also impacts on teacher wellbeing and their ability to cope well with the many and varied stresses that are the hallmarks of the profession. Teacher attrition is a major concern in the Western worldhow teachers feel makes a difference to their ability to respond effectively to the challenges they face.
Pupils’ Well-Being, Mental and Social Health
Springer eBooks, 2022
Learning and Well-Being in Schools Udeskole is a broad term for education outside the classroom, which, on the basis of the teacher's objectives, is regularly conducted outside the school walls (see Mygind: Udeskole-Pupils' Physical Activity and Gender Perspectives in this volume). In research, regularity is defined as at least half a school day biweekly over a longer period of time. Udeskole provides variation to the school day and incorporates the environment outside the school buildings into the weekly or biweekly teaching. In some classes, pupils measure the soil temperature in science teaching and math. Others visit memorials as part of history classes, or draw inspiration in the forest for written narratives in language classes. Udeskole is practically oriented and concrete. Case studies indicate that most pupils welcome udeskole as a meaningful variation to the school day (Hartmeyer & Mygind, 2016; Mygind, 2009). This is supported by interviews with teachers, conducted as part of the TEACHOUT study (Barfod, 2017; Mygind et al., 2018, see Barfod & Mygind: Udeskole-Regular Teaching Outside the Classroom in this volume). Udeskole gives rise to learning processes other than typical classroom teaching and it is expected that udeskole can have a bearing on pupils' interest and learning motivation (Bølling et al., 2017; Otte et al., 2019). But what about pupils' well-being? This chapter is mainly based on perspectives, excerpts, reformulations and translations of the Ph.D. Thesis in Danish by Bølling (2018) and the chapter in Danish language 'Pupils' well-being, mental and social health' (translated title) (Bølling & Mygind, 2020). We publish this chapter with the expressed permission of the publisher Frydenlund.
Irish Educational Studies, 2019
In 2017, the National Council for Curriculum and Assessment (NCCA) in the Republic of Ireland introduced a universal social and emotional learning (SEL) intervention in the form of the NCCA wellbeing guidelines. These guidelines are aimed at facilitating the promotion of student wellbeing during the first three years of post-primary education. This paper will provide an overview of the NCCA wellbeing guidelines, while also establishing the educational context within which these guidelines have become necessary. While the introduction of these guidelines is arguably timely, little is known of the attitudes and perspectives that are held by the principal stakeholders, namely the educators, regarding these guidelines and the promotion of student wellbeing in general. This constitutes a significant gap in knowledge as the success (or otherwise) of the new wellbeing guidelines in Ireland may be in some way contingent upon teachers' attitudes toward both the guidelines themselves, and their ability to deliver them. It will be proposed that research, which is currently being conducted, is necessary to further understand educators' perspectives in this area in order to secure 'whole-school' implementation of the wellbeing guidelines and curricula.
Teacher wellbeing: a review of the literature
2017
However, the following definition is put forward, as it is considered the most relevant and suited to the purpose of this review: Wellbeing is diverse and fluid respecting individual, family and community beliefs, values, experiences, culture, opportunities and contexts across time and change. It is something we all aim for, underpinned by positive notions, yet is unique to each of us and provides us with a sense of who we are which needs to be respected.
A Discourse on Cultivating Socio-emotional Well-being of Students and Teachers in School
Education@ETMA, 2022
Well-being is a holistic term that means feeling well after a subjective sense of health, happiness, and prosperity. It depends on good mental health, sense of purpose, and life satisfaction. The purpose of this desk research was to understand the role of social and emotional well-being among school students and teachers at the same time to chalk out schools' responsibility in nurturing well-being among them. Why social and emotional well-being of students and teachers vital for quality education? What does the research say about relationships between the well-being of students and their performance in school? What is the relationship between teachers' well-being and teaching effectiveness? How can teachers and students learn to manage their social and emotional well-being through effective schooling? Findings revealed the eminence of well-being for a positive human life is unquestionable for feeling happy, socially connected, purposeful, and excelled in academics as well. Research in this field has focused on their immense potential in securing academic efficacy among students and teachers. Schools have to play a transformational role to inculcate these among their practices. Finally, this review concludes with a few key take-ways of school practices to nurture the socio-emotional well-being of students and teachers along with a framework for strengthening well-being with the hope of ensuring effective schooling.
Students' and teachers' perspectives on wellbeing in a senior secondary environment
2012
The Student Wellbeing Model (SWBM: Soutter, Gilmore and O'Steen 2011; Soutter, O'Steen and Gilmore 2012) conceptualises wellbeing as a multidimensional, complex phenomenon involving seven interdependent and mutually enhancing domains, (having, being, relating, thinking, feeling, functioning, striving), organised into three categories (assets, appraisals, actions). In this study, the SWBM provided a lens through which to examine New Zealand senior secondary students' and teachers' perspectives on the meanings of wellbeing. Although all seven domains of the SWBM were represented in participants' understandings of wellbeing, not all domains were experienced to a similar degree in the school context. Student and teacher commentary indicated that educational experiences reflected a 'topdown' approach that focused on developing wellbeing-enhancing assets including having resources and support, being an independent individual, and relating well with teachers. In addition, participants viewed functioning efficiently in assessment-related activities and striving towards acquisition of credits as important aspects of engaging in actions that will lead to wellbeing in the future. In contrast, they considered cognitive and affective appraisals, such as thinking creatively, critically, or meta-cognitively, or feeling and expressing a wide range of emotions to be peripheral to their current educational experiences. These results suggest that a conscious focus on all seven domains in school increases the likelihood that students experience wellbeing as integral to, rather than a desired outcome of, education. Our analysis indicates that the SWBM provides a viable guide for those seeking to design educational experiences that allow student wellbeing to unfold organically within the diverse classroom cultures that characterise schools today.
Promoting self-awareness of wellbeing in beginning teachers will contribute to their longevity and productivity. As the profession ages we are faced with the fact that many teachers are retiring, creating some shortages; increased numbers are leaving the profession prematurely; fewer applicants are entering teacher training; and some argue that the current workforce of teachers cannot relate to current students' life worlds. For beginning teachers, this raises issues related to their wellbeing and ability to transition and cope, and also justifiably provides challenges and opportunities for school reform, leadership and curriculum renewal. Additionally, teachers must be able to 'connect' with children and young people if they are to make a difference in their learning, health and wellbeing. In this paper we argue that the retention of teachers is dependent on having a wellbeing strategy in place that clearly identifies inhibiting and enabling strategies. Beginning teachers need to be able to identify such strategies to remain well -for themselves and the future of our children and young people.
Educational and Child Psychology, 2012
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License Newcastle University ePrints-eprint.ncl.ac.uk
Improving Student Well-being in School
2018
Schools have an important role in supporting student well-being as microsystems that affect student development, social contexts where students interact and influence each other with teachers, peers and staff as well as schools as a community. Student well-being is related to a number of important factors including academic achievement, physical and mental health, satisfying interpersonal relations and success at work. This article examines the role of schools in efforts to improve student well-being.A whole-school approach that involves all the components in a school is needed to support student well-being.