1,721,011 research outputs found
Conclusion: What Can We Do to Support the Mental Wellbeing of Pupils from Diverse Backgrounds?
No full textCarry-over effects of tool functionality and previous unsuccessfulness increase overimitation in children
Full text linkChildren ‘overimitate’ causally irrelevant actions in experiments where both irrelevant and relevant actions involve a single common tool. This study design may make it harder for children to recognize the irrelevant actions, as the perceived functionality of the tool during the demonstration of the relevant action may be carried over to the irrelevant action, potentially increasing overimitation. Moreover, little is known how overimitation is affected by the demonstrator's expressed emotions and the child's prior success with the task. Here, 131 nine- to ten-year-old French and German children first engaged in a tool-based task, being successful or unsuccessful, and then watched an adult demonstrating the solution involving one irrelevant and one relevant action before smiling or remaining neutral. These actions were performed with the same tool or with two separate tools, testing potential carry-over effects of the functionality of the relevant action on the irrelevant action. We show that overimitation was higher when the same tool was used for both actions and when children were previously unsuccessful, but was not affected by the demonstrator's displayed emotion. Our results suggest that future overimitation research should account for the number of tools used in a demonstration and participants' previous task experience
Pedagogies of Welcome: Simple Yet Profound Acts to Support Refugee Pupils' Mental Wellbeing
No full textSchools are a key access point in the resettlement of ‘new arrivals’ (which includes asylum seekers, and refugees) and teachers, therefore, tend to largely shoulder this great challenge and honour (Kia-Keaton & Ellis, 2007). While schools emphasize the import of teacher-to-student relationship for providing support and welcome, this can be a limiting approach. This paper begins by suggesting that the often neglected but vital teacher-to-community relationship deserves more attention. It will provide examples of how such community or ‘cross-sector’ approaches can provide new arrival students and their families more robust welcome and support than schools and teachers alone. Likewise, this paper outlines how strengthening teacher-to-teacher relationship within and between schools also strengthens the support to new arrivals in surprising ways. It will look at the Schools of Sanctuary movement (involving the sharing of resources and expertise between teachers to support new arrivals and awareness of forced migration), and more minor acts such as staff room chats, which reveal the power of teacher solidarity. Turning an eye to specific teaching approaches, this paper suggests that in the initial stages of their resettlement, new arrivals require a focus on ‘form’ (how the classroom functions, what routines are in place, what is the nature of play in this school) over ‘content’ (grasping the prescribed learning outcomes and even EAL lessons). Understanding how learning, socializing, and playing operates within their new school is the foundational knowledge which will enable them to build curricular knowledge in the future (Bourdieu & Moishe 1993). This means that teachers must be able to identify and reveal elements of the ’hidden curriculum’ for new arrivals in order to provide them vital access to school culture, norms and expectations (Lynch, Lynch, 1989). This paper will propose some pedagogical approaches as well as tangible actions to support this foundational learning. Lastly, it will offer guidance on celebrating the ‘funds of knowledge’ new arrivals bring with them, and how this seeks to prevent the assimilation of new arrivals (González, Moll, Amanti, 2006)
Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds
No full textChildren with physical or intellectual impairments and mental wellbeing
No full textSian Jones - ORCID: 0000-0002-2399-1017
https://orcid.org/0000-0002-2399-1017With increasing inclusive practice in UK schooling, school staff and children are now more likely to encounter people with differing disabilities. There is growing literature on good practice to promote the wellbeing of children with dis/abilities in the classroom. Here, we review that literature. This chapter first reviews the different frameworks that are used to understand the meaning of dis/ability, and how children themselves conceive dis/ability. Then, we look at the evidence linking disability-based bullying, and responses to it, to wellbeing. We then look at research on what “wellbeing” means to children with dis/abilities and how they would like to see their wellbeing supported. Finally, we consider wider issues around classroom participation and the representation of children with dis/abilities. We consider the actions that may be taken with these in mind to bolster the wellbeing of children with dis/abilities.https://www.routledge.com/Mental-Wellbeing-in-Schools-What-Teachers-Need-to-Know-to-Support-Pupils/Mahmud-Satchell/p/book/9780367749651pubpu
Mental Wellbeing of Children Looked After (CLA) in schools
No full textChildren who are Looked After (CLA) are not a homogeneous group; however, they often share similar stories of disrupted home lives and multiple school changes. Indeed, 71% of CLA, in a pilot study, experienced at least one change across any measure (i.e. any change in home-placement, school placement, or social worker) within the previous 12 months (Children’s Commissioner, 2017).Many more CLA have Special Educational Needs (SEN) (58%) than their peers (17%) and that, added to the instability of their home and school placements, means many CLA significantly underperform academically when compared to their peers. Schools that do well at reducing the gap between CLA and their peers seem to do so by offering discrete social and emotional support, having high aspirations for their CLA, encouraging them to take control of their own learning, participating in wider school and community activities, and liaising regularly with their carers. CLA themselves value having a trusted adult in school with whom they can share their thoughts and experiences, often require additional support with transitions (start/ends of lessons, school days, school terms, school years), and have more limited access to internet-enabled technology, so appreciate it when their teachers recognise this and take this into account when setting homework tasks
Teenage Girls and Mental Wellbeing Within and Beyond School Spaces
No full textThis chapter provides an overview of the everyday experiences girls encounter that have an impact on their mental health. Focusing on girls’ encounters within the school space, such as the policing of their bodies, experiences of sexual assault, inequalities in sport and the broader impact of social media on their lives, a rich tapestry is painted of the multiplicity of stressors that impact their mental health. By identifying these stressors a series of propositions are made for those who work with girls both inside and outside of the school context, with the aim of cultivating spaces for girls that are nourishing to their mental health. These include but are not limited to, punishing instances of sexual harassment, incorporating girls into organisational decision-making processes, and ensuring that girls are taken seriously
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