A Review of the Role of School-Related Factors in the Promotion of Student Social and Emotional Wellbeing at Post-Primary Level

Autor/inn/en	Byrne, David; Carthy, Aiden; McGilloway, Sinead
Titel	A Review of the Role of School-Related Factors in the Promotion of Student Social and Emotional Wellbeing at Post-Primary Level
Quelle	In: Irish Educational Studies, 39 (2020) 4, S.439-455 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Byrne, David) ORCID (Carthy, Aiden) ORCID (McGilloway, Sinead)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2019.1697949
Schlagwörter	Social Development; Emotional Development; Well Being; Health Promotion; Mental Health; Secondary School Students; Teacher Attitudes; Guidelines; Curriculum Implementation; Teacher Student Relationship; Student School Relationship; Educational Environment; Context Effect; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Psychohygiene; Sekundarschüler; Lehrerverhalten; Richtlinien; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Irland
Abstract	In 2017, the National Council for Curriculum and Assessment (NCCA) in the Republic of Ireland introduced a universal social and emotional learning (SEL) intervention in the form of the NCCA wellbeing guidelines. These guidelines are aimed at facilitating the promotion of student wellbeing during the first three years of post-primary education. This paper will provide an overview of the NCCA wellbeing guidelines, while also establishing the educational context within which these guidelines have become necessary. While the introduction of these guidelines is arguably timely, little is known of the attitudes and perspectives that are held by the principal stakeholders, namely the educators, regarding these guidelines and the promotion of student wellbeing in general. This constitutes a significant gap in knowledge as the success (or otherwise) of the new wellbeing guidelines in Ireland may be in some way contingent upon teachers' attitudes toward both the guidelines themselves, and their ability to deliver them. It will be proposed that research, which is currently being conducted, is necessary to further understand educators' perspectives in this area in order to secure 'whole-school' implementation of the wellbeing guidelines and curricula. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01