Enhancing Stakeholder Engagement, Collaboration, and Family–School–Community Partnerships in School Mental Health

Weist, Mark D.; Domlyn, Ariel M.; Collins, Darien

doi:10.1007/978-3-031-20006-9_10

Cited by 4 publications

(3 citation statements)

References 29 publications

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Section: Teaching Strategies On Family-school Cooperationmentioning

confidence: 99%

“…A recent study explored the impact of family-school cooperation on children's mental health [7]. The context of the study emphasized that family cooperation in educational settings should emphasize the role of families as active participants and equal partners [7]. However, the common school practice of involving families in school activities and sharing information with them about their children's education does not promote two-way interaction.…”

Section: Teaching Strategies On Family-school Cooperationmentioning

confidence: 99%

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Analysis of the Impact of Family Education on Children's Mental Health

Yan

2024

LNEP

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Family education has a significant impact on children's mental health, social skills, self-esteem, and even their future growth. Research indicates that variations in family education styles and cultural backgrounds also have distinct effects on how children's mental health develops. The effects of family education vary among cultures. Diverse family education philosophies have varying effects on kids' emotional health, so parents should implement focused teaching techniques to help kids feel good about their families. Using home-school collaboration can assist parents in putting effective home education into practice. Other crucial components of family education include timely modifications to educational models and constructive parent-child interaction. Parents can create more effective lesson plans, regularly reflect on their teaching strategies, continue to learn about parenting, communicate with other parents, and support the healthy development of their children by enhancing the family environment. By doing these things, parents will also be better able to participate in and have a more thorough understanding of the healthy development of their children.

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Section: Teaching Strategies On Family-school Cooperationmentioning

confidence: 99%

Section: Teaching Strategies On Family-school Cooperationmentioning

confidence: 99%

Analysis of the Impact of Family Education on Children's Mental Health

Yan

2024

LNEP

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“…According to the PERMA framework, psychological well-being (P-WB) depends on five core subjective components: positive emotions, engagement, positive relationships, meaning, and accomplishment (Kern et al, 2015). CYPs spend most of their waking time at school on weekdays, making the school setting both a crucial and preferential context for universal primary mental health prevention (Weist et al, 2023). Prevention science suggests that school environments nurture P-WB when toxic social interactions are minimized while prosocial behaviors are taught and reinforced (Biglan et al 2012).…”

Section: Promoting Cyps' Psychological Well-beingmentioning

confidence: 99%

Promoting psychological well-being in preschoolers through mindfulness-based socioemotional learning: A randomized-controlled trial

Courbet¹,

Daviot²,

Kalamarides³

et al. 2023

Preprint

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Mental health issues in children and young people are frequent and can have enduring negative consequences. Preventive early interventions delivered at school may foster psychological well-being, and preliminary evidence suggests that mindfulness-based social and emotional study was to evaluate a mindfulness-based SEL curriculum including a French adaptation of the Kindness Curriculum (KC), delivered by pre-kindergarten teachers, in a cluster randomized control trial. Sixty-four classes (761 children, aged 38-58 months) from a socio-economically disadvantaged area in France were randomly assigned to either intervention or waiting-list control conditions. Indicator -management, positive relationships with teachers and peers, emotional processing and executive functioning were collected through teacher-rated questionnaires, standardized observations, and behavioral tasks. Results in mental health, including a reduction in emotional, conduct and peer relationship problems, and a reduction in teacher-child conflicts. No significant effects were found on the other indicators. Heterogeneity analyses revealed stronger effects of the intervention on mental health and positive effects on self-management, relationships with teachers and relationships with peers in several subgroups. This program appears as a promising early intervention promoting mental health and positive relationships, especially for at-risk subgroups of preschool-aged children.

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