Schoolwide Approaches for Promoting Social and Emotional Well-Being in Australian School Contexts: Focus Group Interviews with System and School Stakeholders

Autor/inn/en	Carroll, Annemaree; Bower, Julie M.; Chen, Holly; Watterston, Jim; Ferguson, Angela
Titel	Schoolwide Approaches for Promoting Social and Emotional Well-Being in Australian School Contexts: Focus Group Interviews with System and School Stakeholders
Quelle	In: American Journal of Education, 129 (2022) 1, S.109-138 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/721798
Schlagwörter	Well Being; Social Emotional Learning; Parent Attitudes; Student Attitudes; Teacher Attitudes; Evidence Based Practice; Public Agencies; Administrator Attitudes; Comparative Analysis; Urban Schools; High School Students; Educational Policy; School Culture; School Safety; Best Practices; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Elternverhalten; Schülerverhalten; Lehrerverhalten; Öffentliche Einrichtung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Schulkultur; Schulleben; Ausland; Australien
Abstract	Purpose: The present research sought the views of 157 stakeholders (students, parents, teachers, and school executive members) in three Australian urban government high schools and departmental and management staff of the Department of Education to determine the current status of social and emotional well-being (SEW) in an Australian context. Research Methods: Using semistructured interviews, participants' perspectives were explored and compared in relation to their vision of SEW, implementation of strategies, evidence-based practice, professional development, and policies used to promote SEW. Findings: Findings suggest that all stakeholder groups believe SEW to be an essential component of the everyday lived experience of schools. The importance of positive culture, explicit skills, embedded practices, and proactive support for successful student and teacher outcomes was highlighted in all stakeholder group interviews. A coordinated approach for a safe environment with clear expectations, sound support, and explicit skills is essential. Implications: Implications for social emotional learning delivery are proposed, including need for broad changes at a macro level and quality school leadership to establish school climate and best practice for teacher and student well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01