Beyond PISA: Schools as Contexts for the Promotion of Children’s Mental Health and Well-Being

Abstract

Over the past couple of decades, the Program for International Student Assessment (PISA) has gained an increasing role in shaping educational systems and policies across the world. PISA's measurement of a limited range of cognitive abilities across cultures, however, promotes a narrow view of education, one that focuses primarily on preparing students for the economic market. This paper argues for a broader educational agenda-namely the formation of academically, socially, and emotionally literate young people who have the skills and emotional resilience necessary to navigate the uncertain of modern life. In addition, the role schools may have in promoting the well-being of children and young people is discussed, positioning the classroom teacher as an effective and caring educator in both academic and social and emotional learning. The paper proposes a multilevel, whole school, and school-based approach to social and emotional education. The final section discusses the role of school psychologists in the implementation of this framework, particularly at the universal, preventive level.

University Lecturers’ Perspectives on Initial Teacher Education for Mental Health Promotion in Schools

“…While participants underlined the need to take care and nourish the social and emotional wellbeing and health of their students, very few referred to their own mental health and wellbeing. This contrasts with the whole school approach to mental health which includes the mental health and wellbeing of school staff as a key component of the approach (Adelman & Taylor, 2009;Bywater & Sharples, 2012;Catalano et al, 2006;Cefai & Cavioni, 2015;Weare & Nind, 2011). It could be that academic staff take responsibility for their own health and wellbeing rather than expecting the organization to take care of staff health and wellbeing.…”

“…o Balance between theory and practice: Exposure to sociological and psychological theories about determinants of mental health, alongside opportunities for students to engage in practical application of theory into practice, both in simulated situations such as inquiry and problem based learning, and in actual classroom practice with mentoring and supervision (Askell Williams & Murray Harvey, 2015; o Experiential, reflective, collaborative (students actively engaged in their own learning through an active, self-reflective and collaborative approach with teachers, mentors and peers (Askell Williams & Murray Harvey, 2015;Cefai & Cavioni, 2015;Desimone, 2009). …”

“…o Self-transformation: (students engaging in a process of personal and social development including self-awareness and reflection, emotional regulation, self-efficacy, problem solving, decision making, resilience, empathic understanding, relationship building, conflict management) (Askell Williams & Murray Harvey, 2016;Beltman, Mansfield & Price, 2011;Cefai & Cavioni, 2015, Jennings & Greenberg, 2009, Johnson et al, 2014.…”

The Influence of School-Based Family Counseling on Elementary Students and Their Families

“…Mental health professionals placed in the school setting may bridge communication and foster collaboration between administrators, teachers, and guardians when implementing mental health treatment for a child (Blount, 2012; Cooper-Haber & Haber, 2015; DiCocco, 1986; Ofordile, 2009; Terry, 2002). Additionally, providing counseling within the schools may raise awareness among school staff and families concerning early mental health concerns warning signs before symptoms are exacerbated (Capp, 2015; Cefai & Cavioni, 2015; Salerno, 2016).…”

Introduction to Special Issue School-Based Approaches to Promote Complete Mental Health: School Psychologists Working to Foster Students’ Thriving Well‐being

“…These articles provide examples of how school psychologists are engaged in assessment, prevention, and intervention practices that foster the internal assets and external resources that help all students manage life's myriad development tasks in a manner that lead to robust subjective well-being and purposeful life engagement. Cefai and Cavioni (2015) provide a conceptual frame for the special by arguing that well-being enhancement is not achieved via add-on programs, but that efforts to foster complete student development require sensitivity to and awareness of how to infuse efforts into all school contexts-academic, interpersonal, and extra-curricular-with strategies that promote the thriving well-being of all students. Within the context of a whole school strategy, one important component of school psychologists' efforts has been the development of measures and procedures to monitor students' personal and social assets that are associated with flourishing and thriving development.…”