Promoting mental health and well-being

Abstract

Schools are increasingly concerned with the well-being and mental health of their students. Effective schools use a ‘whole-school approach’ based on universal work from which targeted approaches gain coherence and support. The ethos is supportive, connected, and safe, with active steps to tackle stigma. ‘Difficult’ behaviour is seen as meaningful, and as an opportunity for learning and growth. Both risk factors and the building of resilience are addressed. Students and families are involved, ‘heard’, and engaged. Programmes to cultivate social and emotional skills are taught effectively with clear aims, programme fidelity, starting early, and carrying on for the long term. There are robust and clear processes to identify early, refer, and treat those with greater levels of mental health difficulty, integrated into the whole-school approach, involving the young person and their family, liaising closely with specialist services, and with easy and transparent pathways to timely and effective interventions.

Inclusive mental health support for international students: Unveiling delivery components in higher education

“…Studies suggest that universal, preventive and educational programs that focus on enhancing coping skills and promoting mental wellness may effectively address students’ needs (Weare, 2018 ). Therefore, professionals need to develop and implement prevention and education programs that are culturally sensitive and responsive to student needs more holistically and inclusively (Letourneau, 2016 ), focusing on promoting mental wellness rather than just the treatment of mental illness.…”

“…An inclusive mental health approach recognizes that mental health is influenced by various systemic factors, including cultural, social and economic factors (Weare, 2018 ). Therefore, inclusive professionals consider the impact of these systemic factors on an individual’s mental health and well-being to provide effective support (Farrell and Venables, 2009 ).…”

Why won’t it Stick? Positive Psychology and Positive Education

“…While many school leaders, principals, governing bodies, and teachers agree on the centrality of student well-being, they do not seem to have put it on the agenda of policymakers at the bureaucratic or systems level (Furlong et al 2014 ; Pesa.edu.au 2016 ; White 2013 , 2014 ; Weare and Nind 2014 ).…”

Intentional, explicit, systematic: Implementation and scale-up of effective practices for supporting student mental well-being in Ontario schools

“…Schools have routinely been identified as an excellent setting through which to promote mental well-being. The skills, attitudes, knowledge and habits associated with flourishing and resilience can be explicitly taught and nurtured in supportive classroom settings, to the benefit of all students (Department of Education & Skills/Health Service Executive/Department of Health, Ireland, 2013 ; Farrington et al, 2012 ; Weare, 2015 ). At the same time, educators are in an ideal position to notice when particular students may be struggling to maintain their positive mental health (Rowling, 2009 ; Stewart-Brown, 2006 ).…”