No abstract

No abstract

This article explores the changing relationship between the ‘transitions’ and ‘cultural’ perspectives in youth studies. Changes in the relationship between the two approaches are currently being driven by shifting theoretical paradigms that place a greater weight on reflexive life management, thereby making it more difficult to maintain a theoretical distinction between structural and cultural analysis. Indeed, we argue that relationships between the two approaches are showing signs of convergence, partly as a consequence of the emergence of new ways of managing life contexts which frequently involve the blending of contexts, the search for new meanings and a changing sense of self in time. We trace the trends in the relationship between the ‘transitions’ and ‘cultural’ perspectives against the backdrop of changing opportunity structures. Focusing on contemporary contexts, we explore some of the ways in which recent socio-economic changes challenge traditional ways of interpreting subjectivities. We conclude by exploring the ways in which the sociology of youth can move forward using a social generation approach.

Promoting the mental health and wellbeing of all young people is a vital part of the core business of teachers by creating a supportive school environment that is conducive to learning. Teachers need to be comfortable and confident in promoting and teaching for mental health. Specific, targeted interventions, provided within a whole-school framework, address the needs of the minority of students who require additional support.

Promoting the mental health and wellbeing of all young people is a vital part of the core business of teachers by creating a supportive school environment that is conducive to learning. Teachers need to be comfortable and confident in promoting and teaching for mental health. Specific, targeted interventions, provided within a whole-school framework, address the needs of the minority of students who require additional support.