Emotion and Adaptation

Students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands. Previous research indicates that academic-related stress can reduce academi...

https://www.tandfonline.com/doi/pdf/10.1080/02673843.2019.1596823

The impact of stress on students in secondary school and higher education

Bullying in schools. How successful can interventions be

The wellbeing of children and young people remains a concern internationally and an increasing focus of policy, programmes, and teacher professional development in schools. Supporting wellbeing is now central to the realisation of children’s rights, evidenced by an expanding literature linking children’s participation and their wellbeing. As promising as such scholarship might be in advocating for the democratisation of schools, little empirical research has investigated these links. Drawing on relevant findings from a large mixed-methods study in Australia that sought the views of students, principals, teachers, and other staff about wellbeing at school, this paper explores a number of links between student voice and wellbeing. The findings revealed that students understood wellbeing in multifaceted ways, including having a say, being listened to, having rights, and being respected. Further, both students and staff identified positive associations between having a say at school, being recognised ...

Improving student wellbeing: having a say at school

This article explores the significance of actively engaging with students in school about matters that concern them. The discussion draws upon data from a large-scale mixed methods study in Australia that investigated how ‘wellbeing’ in schools is understood and facilitated. The qualitative phase of the research included semi-structured focus group interviews with 606 students, aged between 6 and 17 years, which incorporated an activity inviting students to imagine, draw and discuss an ideal school that promoted their wellbeing. These data reveal how capable students are of providing rich, nuanced accounts of their experience that could potentially inform school improvement. While varying somewhat across the age range involved, students identified creative ways that pedagogy, the school environment and relationships could be improved, changed or maintained to assist their wellbeing. They placed particular emphasis on the importance of opportunities to ‘have a say’ in relation to these matters. Such findings challenge deeply entrenched assumptions about who has the authority to speak on matters of student wellbeing, while also highlighting the potential of more democratic, participatory and inclusive approaches to change and improvement in schools.

/pdf/imagining-an-ideal-school-for-wellbeing-locating-student-4juelcpyht.pdf

Imagining an ideal school for wellbeing: locating student voice

/pdf/scoping-study-into-approaches-to-student-wellbeing-final-3gczt1apvj.pdf

Scoping Study into Approaches to Student Wellbeing: Final Report

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Scoping Study into Approaches to Student Wellbeing: Final Report