Pupils’ Perceptions of How Teachers’ Everyday Practices Support Their Mental Health: A Qualitative Study of Pupils Aged 14–15 in Norway

Mælan, Ellen Nesset; Tjomsland, Hege Eikeland; Samdal, Oddrun; Thurston, Miranda

doi:10.1080/00313831.2019.1639819

Cited by 16 publications

(15 citation statements)

References 60 publications

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“…The implications of such findings should be a recommendation to change the English education system: to promote well‐being alongside academic achievement and to employ more flexible, inclusive assessment processes. Some authors have argued that such changes would be good for many children (Mælan et al, 2020; Parker & Levinson, 2018), not just refugees. It is unlikely, however, that such systemic changes will be made with any expediency.…”

Section: Discussionmentioning

confidence: 99%

Educators' positive practices with refugee pupils at two schools in England

Prentice

2022

British Educational Res J

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Extensive evidence indicates that education is an integral part of the settling in process for refugee and asylum-seeking children. Furthermore, it has been suggested that positive teaching practice with refugee pupils should be asset-based and holistic in nature. The present study examines educators' positive practices with refugee pupils and explores factors that shape these practices. Data were collected through participant observation and semi-structured interviews with 17 class teachers, specialist teachers and teaching assistants at two schools in England. Numerous examples of positive practices were identified, from creating welcoming environments to promoting social-emotional well-being to supporting English language learning. Factors that shaped these practices were identified using an ecological model of educator development. Such factors included educators' individual pedagogical knowledge about teaching refugee pupils and collective schoollevel knowledge and practices. Some aspects of the national education system, such as rigid exam-based curricula, were also cited as influential. Overall, this study offers examples of how individual educators and schools managed to enact positive practices with refugee pupils despite an unsupportive national context.

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Section: Discussionmentioning

confidence: 99%

Educators' positive practices with refugee pupils at two schools in England

Prentice

2022

British Educational Res J

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“…Several studies emphasize the importance of collaborative teamwork among colleagues, both in schools and across the community, to address student mental health. A Norwegian study identified the positive outcomes when teachers and mental health professionals work together to support student mental health [ 77 ]. Similarly, a Canadian study demonstrated that cooperation among teachers, social workers, and psychologists was effective in supporting student mental health [ 78 ].…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Perceptions of Student Mental Health in Eastern China: A Qualitative Study

Yao

Kadetz

Sidibe

et al. 2021

IJERPH

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In China, primary and secondary school teachers, known as ban zhu ren, have pastoral responsibility for the students in their class. The aim of this preliminary study is to identify how ban zhu ren perceive the mental health of their students, and how they have acted on these perceptions. Content analysis was used to organize the data and distinguish categories or themes derived from in-depth semi-structured interviews conducted with 27 ban zhu ren from Zhejiang and Anhui provinces. Frequencies of informant responses were used to identify the areas of agreement and disagreement across identified categories and themes among the informants. The results illustrate that the informants consider issues, such as not paying attention in class (n = 14), not getting along well with classmates (n = 12), and excessive gaming (n = 11) to be indicative of mental illness, although these would commonly be considered normal adolescent behaviors. Fifteen informants admitted that they found it difficult to work with student mental health issues, and 18 felt they had inadequate or non-existent training. However, all informants stated that they had intervened with what they perceived to be students’ mental health issues, although only 9 informants had referred students for professional help. The informants reported that they were reluctant to provide referrals, due to the stigmatization they believed students would experience if given a diagnosis of mental illness. We conclude that among our informants there is a lack of agreement on what behavioral and mental health issues are, and that informants may be confusing what are, in actuality, non-conformist or non-compliant (yet often normal), adolescent behaviors with mental illness due to insufficient mental health training.

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“…Appropriate teaching strategies can contribute to the positive development of school climate (Govorova et al, 2020 ). Moreover, positive interactions between teachers and students promote an inclusive climate at school (Mælan et al, 2020 ) and students' wellbeing (Eccles and Roeser, 2011 ; Suldo et al, 2012 ; Mannion et al, 2015 ; Anderson and Graham, 2016 ). Especially teachers' support and the way they maintain classroom disciplinary climate seem to have a central role in students' attitudes toward school and their sense of belonging (Chiu et al, 2012 ).…”

Section: Previous Research and Contextmentioning

confidence: 99%

Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries

Kilpi-Jakonen

Alisaari

2022

Front. Sociol.

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Language has been conceptualized as both a measure as well as a predictor of integration among immigrants and their children. However, the relationship between language spoken at home and different educational outcomes remains poorly understood. Many studies indicate that nurturing students' first languages is positively associated with their learning at school. Other research suggests that one of the reasons why children of immigrants tend to perform worse at school is due to speaking a language other than that of instruction at home. In order to shed further light on the role of language choices at home for education, we examine both the correlates of language use at home as well as the relationship between this and reading scores and educational expectations. We differentiate between three language use groups: those who mainly use the language of origin at home, those who only use the language of instruction at home, and those who use both of these. We analyze these relationships using data from the Programme for International Student Assessment (PISA). In order to examine country differences, we place a special focus on two immigrant-origin groups that are present in significant numbers in a number of European countries: children with origins in Turkey and former Yugoslavia. These two groups have also been identified as being at major educational disadvantage across Europe. Our results suggest that continuing to (mainly) use the language of origin at home is more prevalent among children from socioeconomically more disadvantaged families, but is supported by more socioeconomically advantaged and more diverse school environments. In the majority of countries studied, switching to the language of instruction is associated with higher reading scores but not with higher educational expectations than continuing to speak mainly the language of origin at home. These relationships are to a large extent confounded (or in some cases potentially mediated) by family factors such as socioeconomic status and school-related factors such as school's socioeconomic composition. We conclude by highlighting the role that linguistically responsive pedagogies and a positive school climate can play for the education of all young people but in particular newly-arrived immigrants.

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Pupils’ Perceptions of How Teachers’ Everyday Practices Support Their Mental Health: A Qualitative Study of Pupils Aged 14–15 in Norway

Cited by 16 publications

References 60 publications

Educators' positive practices with refugee pupils at two schools in England

Educators' positive practices with refugee pupils at two schools in England

Teachers’ Perceptions of Student Mental Health in Eastern China: A Qualitative Study

Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries

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