Positive Mental Health and Academic Achievement in Elementary School: New Evidence From a Matching Analysis

Abstract

Previous research suggests that gains in positive mental health (often termed flourishing, wellbeing, or competence) is associated with stronger academic achievement. This study examines the relationship between positive mental health at school entry and academic achievement at Grade 3, drawing on a representative sample of Australian children with linkage to results of standardized academic testing. Propensity score analysis was used and small positive associations were found between positive mental health and most academic outcomes. Associations were modest in size but sustained over the 3-year period and were similar across a range of academic skills. Future intervention research should assess the potentially wider ranging impact of targeting positive mental health outcomes in the early years of schooling.

Towards more equitable education: meeting health and wellbeing needs of newly arrived migrant and refugee children—perspectives from educators in Denmark and Sweden

“…It also highlights how teachers' practices are shaped by the ways in which they problematize pupils and by the structural and the resource-related factors that impact their daily work. This approach is unfortunately not supported by the evidence presented above on how poor health and wellbeing may compromise children's cognitive development (Konu & RimpelÄ, 2002;O'Connor et al, 2019). Furthermore, the approach reflects educators' perceptions of being inadequately trained to deal with NAMR pupils' often complex needs.…”

“…Wellbeing —a debated concept given the methods for measuring outcomes, i.e., the use of self-reporting—is often considered in relation to mental health, and is relevant, especially in the context of schools, where much of a child’s social, cognitive and emotional development takes place (Ben-Arieh et al, 2014 ) (Konu & RimpelÄ, 2002 ). Wellbeing facilitates children’s full participation and enjoyment of the benefits and opportunities offered by education and school attendance (O’Connor et al, 2019 ). “Wellbeing” in this study refers to the social, emotional, cognitive and behavioural welfare that ideally characterizes a child’s daily life, allowing them to participate fully and reach their potential (Ben-Arieh et al, 2014 ; Hunner-Kreisel & März, 2019 ).…”

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

“…To counter the potential effects of bullying, schools supported positive student mental health (O’Connor et al, 2019), by offering social emotional learning and resilience programs. Some programs included parent involvement which correlated to reduced bullying incidents (Huang et al, 2019).…”

“…In addition, students’ comments suggested that programs that focus on bullying behavior may not be immediately successful (O’Connor et al, 2019). For instance, students perceived bullies as incapable of changing their behavior.…”

Health Practices and Classroom Engagement of Minority Pupils in the Southern Philippines

“…Some theories and concepts can be reframed to show the influence of health practices on classroom engagement (Maslow, 1954;Jensen, 2013). However, in research, most scholars have explored the association between the different health dimensions and academic achievement (Brown et al, 2008;Willms, 2009;Farooq et al, 2011;Suhrcke & de Paz Nieves, 2011;Hanks et al, 2012;Jensen, 2013;Esmalla, 2014;William, 2014;Gomes et al, 2015;McIsaac et al, 2015;Michael et al, 2015;Sabia et al, 2015;Bueno et al, 2017;Yansaputri & Wijaya, 2017;Xiang et al, 2017;Marques et al, 2018;Matingwina, 2018;Cheon, 2019;O'Connor et al, 2019;Barth Vedoy, 2020;Kovess-Masfety et al, 2020). Aside from the overlook on classroom engagement variable and diffused results on the relationship between the two variables, it is also assumed that these studies were conducted in the context of the mainstream society.…”