Supporting teachers’ well-being in the context of schools for children with social, emotional and behavioural difficulties

Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being

“…It is argued that teachers who perceive that their needs for autonomy, relatedness and competence are being supported at work are more intrinsically motivated, and in turn more likely to support their students’ psychological needs (Reeve, 2010). In addition, there is limited research on the emotional functioning of teachers working with students experiencing emotional and behavioral difficulties (Rae et al., 2017), showing that teachers experiencing emotional exhaustion and burnout respond inadequately to students’ difficult behavior (Klusmann et al., 2016; Yoon, 2002). Thus, emerging research needs to further investigate the impact of teachers’ need satisfaction on student behavior.…”

“…Korthagen & Evelein (2016) stressed the connection between the personal aspect of need fulfillment in teachers and the professional aspects of teaching, such as teaching behavior and teachers’ relationships with students, thus stressing the connection between the internal and the external aspects of teaching. It seems that if teachers are to be effective in promoting teacher-pupil relationships, they need to be emotionally nurtured themselves (Rae et al, 2017).…”

Supporting children’s social and emotional well-being in the early years: an exploration of practitioners’ perceptions

“…The well-being of educational professionals has also been found to influence the level of emotional support offered for children and the development of children's emotion knowledge and appropriate emotional behaviours (Cassidy et al, 2017;Gottman, Katz and Hooven, 1997). Similarly, teachers of pupils with emotional difficulties have reported wanting opportunities for reflection through objective, solution-focused focused support (Rae, Cowell & Field, 2017). Within the context of EY settings, Elfer (2012) proposes that practitioners who are involved in interactions which enhance social-emotional learning should be given the opportunity to talk through the emotional demands of their work in a supportive capacity.…”

Reception Social Services for Migration Families in Italy: Strength, Critical Aspects, and Challenges

“…The “professional supervision,” seen as necessary by some social workers, as a moment of reflection and professional and emotional support, is perceived as a “challenge” as it is not present in all services. However, the supervision tool would allow to address some of the critical issues (Matyushkina, 2019; Rae et al, 2017) highlighted by social workers such as “overwork,” “lack of competence,” and a “sense of abandonment,” which in the literature are considered factors that can lead to work burnout (George-Levi et al, 2020; Joaquim et al, 2018). Indeed, according to Robinson (2013), the professional supervision function, due to the ethically demanding nature of the work and the impact on the health of social workers, improves support for those who work in particular with asylum seekers and refugees.…”