A Critical Consideration of 'Mental Health and Wellbeing' in Education: Thinking about School Aims in Terms of Wellbeing

Autor/inn/en	Norwich, Brahm; Moore, Darren; Stentiford, Lauren; Hall, Dave
Titel	A Critical Consideration of 'Mental Health and Wellbeing' in Education: Thinking about School Aims in Terms of Wellbeing
Quelle	In: British Educational Research Journal, 48 (2022) 4, S.803-820 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Norwich, Brahm)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3795
Schlagwörter	Mental Health; Well Being; At Risk Students; School Role; Children; Adolescents; Educational Environment; Special Education; Holistic Approach; Correlation; Models; Health Promotion; Access to Health Care; Health Services; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Psychohygiene; Well-being; Wellness; Wohlbefinden; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Special needs education; Sonderpädagogik; Sonderschulwesen; Holistischer Ansatz; Korrelation; Analogiemodell; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health service; Gesundheitsdienst; Gesundheitswesen; Ausland
Abstract	This paper examines ideas about mental health, wellbeing and school education to illustrate important issues in the relationship between mental health and education. The COVID crisis has amplified the pre-existing mental health problems of children and young people in England and recognition of the opportunities in schools to address these. The paper gives an overview of child and adolescent mental health services and how they position the role of schools. It examines prominent concepts of mental health and their relationship to wellbeing, setting this in a discussion of 'mentally healthy' schools, mental health in special educational needs and whole-school approaches. This analysis shows how the relationship between mental health and wellbeing has not been adequately worked out, using this as the basis for arguing for the dual-factor mental health model which separates mental illness/disorder from wellbeing as two related dimensions. The paper then translates the dual-factor model into a two-dimensional framework that represents the distinctive but related aims of school education (wellbeing promotion) and mental health services (preventing, coping, helping mental health difficulties). This framework involves a complex conception of wellbeing, with schools playing an important role in promoting wellbeing (beyond emotional wellbeing), tiered models and establishing school-wide social emotional learning. It is about a whole-school curriculum approach that involves considering what is to be learned and how it is taught. It contributes to a more nuanced concept of wellbeing that has a place for meaningful learning and challenge. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01