Supporting Vulnerable Students: Staff and Parents Speak

Autor/in	Testa, Doris
Titel	Supporting Vulnerable Students: Staff and Parents Speak
Quelle	In: Health Education Journal, 81 (2022) 3, S.280-292 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Testa, Doris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/00178969211073681
Schlagwörter	Teacher Attitudes; Parent Attitudes; Foreign Countries; Secondary School Students; Social Support Groups; Mental Health; Mental Disorders; Catholic Schools; Social Bias; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elternverhalten; Ausland; Sekundarschüler; Social support; Soziale Unterstützung; Psychohygiene; Mental illness; Geisteskrankheit; Katholische Schule; Australien
Abstract	Background: Schools are at the forefront of promoting positive mental health and wellbeing through the implementation of evidence-based actions. Few Australian studies however have explored the views and experiences of school staff and parents as to what best supports secondary school students who struggle with positive mental health. Aims: This article describes findings from an exploratory study looking at the views and experiences of 74 staff and parents at four Melbourne Catholic Secondary schools. The study sought to understand how staff and parents experienced, offered and understood support to vulnerable secondary school students. Methods: The review and analysis drew on data collected from four staff groups and four parent focus groups. Participants in each group shared their views as to what they considered effective support to vulnerable secondary school students. Results: Findings indicated that the destigmatisation of mental ill-health conditions, greater attention to the transition between primary and secondary school, and the display of unconditional positive regard are critical to supporting vulnerable young students. Conclusion: Strengthening support to vulnerable young students requires school structures that (a) mitigate against stigmatisation, (b) recognise the period between childhood and adulthood as a time of heightened risk and (c) include staff whose posture towards vulnerable young students is one of unconditional positive regard. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01