Psychological Strategies and Protocols for Promoting School Well-Being: A Systematic Review

Abstract

Physical, socio-economic, cultural and mental challenges faced by students have been associated with adverse impacts on school wellbeing, resulting in increased school dropout and deviant behaviour. This systematic review has analysed the present knowledge on factors associated with school dropouts to identify psychological interventions for promoting school wellbeing. A systematic search was done of the ScienceDirect, APA PsycINFO, Emerald and Google Scholar electronic databases. A hand-search was also done of the reference list of the included studies. The initial search resulted in 448 studies, and the search of the references list of the considered studies resulted in 28 more articles. The application of the eligibility criteria resulted in the inclusion of 38 studies in the review. The study established several factors associated with school dropouts and social deviance, such as school climate, school structure, and those defining social interaction among students. Mental and emotional health was identified as the main factor influencing school dropout and social deviance. A positive school climate should be the primary consideration for promoting school wellbeing. School administrations, teachers, and parents should collaborate to positively improve conditions in schools.

Qualities of good medical teacher as perceived by medical (MBBS) students of a private medical college in Lahore, Pakistan

“…10 A credible student feedback process may be employed to modify and enhance teaching practices according to available resources and learning objectives. 10,11 Lectures, a large-group teaching method, are a mainstay in medical teaching. Lectures are an easy and convenient method of imparting knowledge to many students, especially in settings with limited resources.…”

Advancing school dropout early warning systems: the IAFREE relational model for identifying at-risk students

“…Firstly, this tool enables a student early alert system that can be viewed as a proactive measure to enhance the provision of support and assistance ( Atif et al, 2020 ). Second, it also allows for allocating resources effectively within educational systems ( Limone and Toto, 2022 ). The third point is related to an essential element: evaluating policies and programs.…”

School characteristics and pupils’ thoughts of leaving upper secondary school: The INSchool project

“…Group differences in terms of gender, school year and type of program were analyzed using chi-square tests, while group differences in terms of continuous variables derived from SCQ were analyzed using Mann-Whitney U tests. In connection with the Mann-Whitney tests, Cohen's d was used as the effect size, with d values of around 0.20, 0.50 and 0.80 interpreted as small, moderate, and large effects, respectively (Limone and Toto, 2022).…”

“…Although school drop-out is a problem in most countries, this study’s context is Norway. Nineteen percent of those aged between 25 and 34 years in Norway have not completed upper secondary education ( OECD, 2018 ), and it has been estimated that society could save up to 9 billion NOK (765 mill. Euro) each year if the proportion of people completing upper secondary education was to increase by 10 percentage points ( Falch et al, 2009 ).…”