Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school context

Rickard, Nikki; Chin, Tan‐Chyuan; Cross, Donna; Hattie, John; Vella-Brodrick, Dianne

doi:10.1080/03054985.2023.2211254

Cited by 5 publications

(2 citation statements)

References 60 publications

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“…To better support student wellbeing at school, educationalists have pointed to growing interest in school-based 'positive education' programmes, which focus on helping young people to flourish in life using best practices in education. Socioemotional learning curricula that aim to explicitly teach coping skills and resilience, and raise awareness of the importance of students' strengths, selfdetermination, positive relationships and emotions, are becoming more mainstream within schools (Rickard et al, 2023) Junior Cycle level also has an important role to play and we saw evidence of the benefits across the case study schools. Various school-based programmes, guidelines and initiatives have been established to support students' wellbeing at both primary and post-primary level.…”

Section: Ensuring Access To Enriching Activities and Positive Educati...mentioning

confidence: 93%

“…(Principal, DEIS school) However, a number of interviewees raised concerns over the adequacy of professional development for teachers to deliver wellbeing programmes: Academics have pointed to a growing interest in school-based 'positive education' programmes which focus on helping young people to flourish in life using best practices in education. Socio-emotional learning curricula that aim to explicitly teach coping skills and resilience, and raise awareness of the importance of students' strengths, self-determination, positive relationships and emotions, are becoming more mainstream within schools (Rickard et al, 2023). A review by Weare and Nind (2011) identified school-based mental health programmes that were embedded within a whole-school approach as most likely to be effective, with changes to school culture, teaching skills, parental education and community involvement all crucial.…”

Section: Wellbeing Supports At Schoolmentioning

confidence: 99%

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‘Embracing Diversity in all its Forms’: The Voluntary Secondary Sector in Irish Education

McCoy,

Carroll,

2024

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The Economic and Social Research Institute (ESRI) advances evidence-based policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on ten areas of critical importance to 21st century Ireland.The Institute was founded in 1960 by a group of senior civil servants led by Dr T.K. Whitaker, who identified the need for independent and in-depth research analysis. Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research.The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising up to 14 representatives drawn from a crosssection of ESRI members from academia, civil services, state agencies, businesses and civil society. Funding for the ESRI comes from research programmes supported by government departments and agencies, public bodies, competitive research programmes, membership fees and an annual grant-in-aid from the Department of Public Expenditure NDP Delivery and Reform.Further information is available at www.esri.ie. THE AUTHORSEamonn Carroll was a Post-Doctoral Fellow at the Economic and Social Research Institute (ESRI) and an Adjunct Assistant Professor at Trinity College Dublin (TCD) at the time when he was working with the ESRI.

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Section: Ensuring Access To Enriching Activities and Positive Educati...mentioning

confidence: 93%

Section: Wellbeing Supports At Schoolmentioning

confidence: 99%

‘Embracing Diversity in all its Forms’: The Voluntary Secondary Sector in Irish Education

McCoy,

Carroll,

2024

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Teacher perspectives on enhancing wellbeing education through integrating arts‐based practices

Moar,

Burke,

Watson

2024

British Educational Res J

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Wellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts‐based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts‐based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art‐based practices. Thematic analysis using a socio‐ecological framework reveals strong support for arts‐based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.

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Benefits of Positive Psychology to Freshmen at Universities: An Integrated Literature Review

Aomo,

Aloka,

Mukadi

et al. 2024

Utilising Positive Psychology for the Transition Into University Life

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Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school context

Cited by 5 publications

References 60 publications

‘Embracing Diversity in all its Forms’: The Voluntary Secondary Sector in Irish Education

‘Embracing Diversity in all its Forms’: The Voluntary Secondary Sector in Irish Education

Teacher perspectives on enhancing wellbeing education through integrating arts‐based practices

Benefits of Positive Psychology to Freshmen at Universities: An Integrated Literature Review

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