By Toni Noble, Helen McGrath
This short defines pupil well being and descriptions seven evidence-informed pathways that colleges can take to advertise scholar well being and enhance their tuition as an allowing establishment. The acronym PROSPER is utilized as an organizer for either the mental parts of wellness and for those confident schooling pathways. those pathways specialize in encouraging Positivity, construction Relationships, facilitating Outcomes and a feeling of competence, concentrating on Strengths, fostering a feeling of Purpose, improving Engagement and instructing Resilience. each one pathway attracts on either the rules of confident psychology and the academic study that identifies the impression of every pathway for pupil studying. some great benefits of a school-wide concentrate on scholar health for scholar engagement in studying and their luck in class and in lifestyles are defined. useful guidance for the advance and implementation of academic coverage that has scholar wellness as its relevant concentration also are provided.
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Additional resources for The PROSPER School Pathways for Student Wellbeing: Policy and Practices
Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health. JAMA, 278, 823–832. Roseth, C. , Johnson, D. , & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive and individualistic goal structures. Psychological Bulletin, 134(2), 223–246. Ryan, R. , & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. In S. ), Annual review of psychology (Vol.
The culture of a school impacts on everyone in the school community: students, the school leadership team, the teachers and families. The contribution of positive relationships to student wellbeing and learning and to the development of a positive, safe, supportive and connected school culture is a signiﬁcant and recurring theme in research studies. A positive school culture is characterised by positive student peer relationships, positive student–teacher relationships, positive staff relationships and positive family-school relationships.
This means values education is most effective when it is integrated in the mainstream curriculum rather than being an ‘add-on’ or separate to the academic curriculum. It also means that teachers consciously create many opportunities for students to practise the values. The values most likely to be included in school—based values programs are: Compassion, Cooperation, Acceptance of difference, Respect, Friendliness/ Inclusion, Honesty, Fairness and Responsibility (McGrath and Noble 2011a, b). These core values have been taught to both young and older children through the use of children’s literature, media stories, video-clips, role-plays, writing activities and opportunities for students to engage in classroom and school community activities that provide service to others.