Supporting pupils’ mental health through everyday practices: a qualitative study of teachers and head teachers

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

doi:10.1080/02643944.2017.1422005

Cited by 22 publications

(23 citation statements)

References 24 publications

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“…A qualitative study of teacher–student relationships found that the development of close relationships, with more frequent discussion of topics away from the academic subject of study were perceived by teachers to be supportive of students’ mental health (Maelan, Tjomsland, Baklien, Samdal, & Thurston, 2018). However, this study only collected data from teachers.…”

Section: Introductionmentioning

confidence: 99%

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Littlecott

Moore

Murphy

2018

Pastoral Care in Education

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A growing evidence base indicates that health and educational attainment are synergistic goals. Students’ relationships with teachers and other students in the school environment are consistently predictive of a broad range of health and well-being outcomes. Despite the potential importance of relationships between students and a broad range of actors within a school, research tends to reduce ‘school staff’ to ‘teachers’. Previous research has highlighted incongruence between the power imbalance within a teacher–student relationship and the dynamics required to address health and well-being-related issues. To date, there has been no investigation into how the nature of the relationships between students and support staff may differ from those with teaching staff. This article aims to conceptualise the role of support versus teaching staff in promoting health and well-being to understand how school system functioning may affect relationships between school staff and students. Semi-structured interviews were conducted to obtain the perceptions of staff, students and parents within four exploratory case study schools of differing socio-economic status, geographical location and size. In line with the Theory of Health Promoting Schools and Human Functioning, findings demonstrated that the prominence of well-being relies on provision of staffing structures which include a team of support staff to work alongside teaching staff to provide the time and space to deal with issues immediately and build trust and rapport in a one-to-one setting. Further mixed-methods research is required to investigate how staffing structures can facilitate the development of mutually trusting relationships between staff and students.

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Section: Introductionmentioning

confidence: 99%

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Littlecott

Moore

Murphy

2018

Pastoral Care in Education

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“…Some commented that they had seen many recently arrived students come with high optimism that later decreased when school was more difficult than expected. Several teachers emphasized the interrelation between mastery experiences and motivation, and some commented on how educational achievements can influence mental health and vice versa, as also found in much research (see Maelan et al, 2018). One preparatory class teacher remarked:…”

Section: Motivation and Timementioning

confidence: 90%

“It’s very hard, but I’ll manage.” Educational aspirations and educational resilience among recently resettled young refugees in Norwegian upper secondary schools

Lynnebakke

Pastoor

2020

International Journal of Qualitative Studies on Health and Well

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Purpose: This article explores the question: what shapes young refugees’ often high educational aspirations ? A sense of mastery and future hope are among the numerous factors that can positively predict school achievements. High aspirations may thus contribute to both young refugees’ improved educational outcomes and wellbeing. Method: We discuss findings from semi-structured interviews in three Norwegian upper secondary schools in light of theories and research into the often high educational aspirations of immigrant youth. Results: Several of the study’s findings support the dual frame of reference theory which has been used in prior discussions of migrants’ aspirations. However, we argue that aspirations can be supported not only by comparisons with the country of origin, but also by comparisons with different stages of the refugee experience. Conclusions: The findings suggest that temporal aspects of high aspirations should be empirically and theoretically explored further. Moreover, this and other studies’ findings on young refugees suggest that research into the educational aspirations of young immigrants should address/control for migration category.

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“…Wang (2009) menjelaskan dukungan guru yaitu sejauh mana guru mendukung, responsif, dan berkomitmen, apabila guru memberikan dukungan dan siswa merasa disukai oleh guru maka akan berpengaruh terhadap kesejahteraan siswa disekolah (school wellbeing). Sebuah studi kualitatif tentang hubungan guru-siswa menemukan bahwa pengembangan hubungan dekat, dengan diskusi yang lebih sering tentang topik yang jauh dari mata pelajaran akademik d mendukung school wellbeing dan kesehatan mental siswa (Maelan, Tjomsland, Baklien, Samdal, & Thurston, 2018).…”

Section: Pembahasanunclassified

Bagaimana meningkatkan school well-being? Memahami peran school connectedness pada siswa SMA

Rahma

Faizah

Dara

et al. 2020

JIPT

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Abstrak. Penelitian ini dilakukan untuk melihat pengaruh school connectedness dengan school well-beng siswa Sekolah Menengah Atas. Penelitian ini merupakan penelitian kuantitatif yang terdiri dari siswa SMA sebanyak 134 orang berdasarkan perhitungan aplikasi G*Power versi 3.1.9.2. Pengambilan data dilakukan dengan cara membagikan 2 skala yaitu skala school connectedness dan skala school well being dengan menggunakan metode accidental sampling. Uji analisis data dalam penelitian ini menggunakan pearson product moment. Hasilnya ialah terdapat hubungan positif dengan (r=0.77, p= 0.00) yang berarti terdapat hubungan antara variabel school connectedness dengan school well being pada siswa Sekolah Menengah yang signifikan. Hasil penelitian ini memiliki nilai yang positif dimana terdapat hubungan positif antara variabel yaitu semakin tinggi tingkat school connectedness siswa terhadap sekolahnya maka semakin tinggi pula tingkat school well beingnya, dan sebaliknya. Dimensi school connectedness yang berpengaruh terhadap school wellbeing adalah being connected and liked by students, communication dan being liked by teachers. Namun untuk dimensi belonging tidak memiliki pengaruh terhadap school wellbeing pada siswa SMA. Dimensi school connectedness yang memiliki effect size terbesar adalah being liked by teachers kemudian communication dan yang terakhir adalah being connected and liked by students.Kata kunci: school connectedness, school well-being, Sekolah Menengah Abstract. This research was conducted to look at the relationship between school and school - both in high school students. This research is a quantitative study involving subjects consisting of 134 high school students based on the calculation of the application G * Power version 3.1.9.2. Data retrieval is done by connecting two scales, namely the scale of school connectivity and school scale using the accidental sampling method. Test data analysis in this study using Pearson product moment. What is the positive relationship with (r = 0.77, p = 0.00) which means that the relationship between the school and school variables in the Middle School students is significant. The results of this study have a positive value. Where there is a positive relationship between variables, the higher the level of student school connection to the school, the higher the school level will be, and vice versa. Dimensions school connectedness related to school wellbeing are related and liked by students, communication and liked by teachers. But belonging does not have an influence on school wellbeing in high school students. The dimension of school connectednes which has the greatest effect size is liked by the teachers then communication and the last is connected and liked by students.Keywords: school connectedness,school well-being, secondary school

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Supporting pupils’ mental health through everyday practices: a qualitative study of teachers and head teachers

Cited by 22 publications

References 24 publications

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

“It’s very hard, but I’ll manage.” Educational aspirations and educational resilience among recently resettled young refugees in Norwegian upper secondary schools

Bagaimana meningkatkan school well-being? Memahami peran school connectedness pada siswa SMA

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