Suchergebnisse

Intro -- Mental Health Promotion in Schools: Cross-Cultural Narratives and Perspectives -- ADVANCE PRAISE FOR MENTAL HEALTH PROMOTION IN SCHOOLS -- TABLE OF CONTENTS -- Part 1: Introduction and Background Issues -- 1. Listening to Voices Across Spaces -- 2. Evidence Based Approaches to Mental Health Issues in Schools: Effective Strategies for the Classroom Practitioner -- Part 2: Students' Perspectives -- 3. Life at School and Mental Health from Students' Points of View: A Study from Malta -- 4. Wellbeing Maps: Accessing Students' Voices on Their Wellbeing -- 5. Exploring Students' Views about their Psychological Wellbeing through Ecomaps -- 6. A Relationship Model of Schooling for Disadvantaged Children: The Life Histories of Past Students -- Part 3: Teachers' Perspectives -- 7. School Staff' Perspectives on Mental Health Promotion and Wellbeing in School -- 8. School Staff's Perspectives on Social and Emotional Learning Programmes at their School -- 9. Perspectives from Teachers and School Leaders about Long-Term Sustainability: A Challenge for Mental Health Promotion Initiatives in Educational Settings -- 10. University Lecturers' Perspectives on Initial Teacher Education for Mental Health Promotion in Schools -- Part 4: Parents'/Carers' and Other Stakeholders' Perspectives -- 11. Collaboration with Parents/Carers in KidsMatter Schools -- 12. Parents'/Carers' Participation in Mental Health Promotion in Schools -- 13. Implementing Quality Wellbeing Programs in Schools: The Views of Policy Makers, Program Managers and School Leaders -- 14. Comparative Models of Children's Mental Health Services: Perspectives of Stakeholders -- Part 5: Conclusion -- 15. Small Scale Qualitative Studies and Large Scale Quantitative Studies: Contributing to the Promotion of Mental Health Promotion in Schools -- About the Authors -- Index.

School bullying concerns all EU member states. It is an affront to the common values of freedom, tolerance and non-discrimination. Its effects are serious and may be long-term. It is not only a problem for education policy to address. It is also a health and welfare issue relevant to child protection. School bullying can affect the mental and physical health as well as the academic performance of children and young people and may lead to early school leaving. In many cases, bullying leads victims to suicide or attempted suicide, anxiety, depression and self-harm. Being a perpetrator of bullying is associated with later violent behaviour and anti-social personality disorder. The aim of this report is to inform policy-makers and practitioners at EU, national, regional and local level on the most effective strategies and practices for preventing bullying and violence in schools across the EU. It examines evidence from European and international research, reviews national practices and the work civil society organisations with regard to school bullying and violence. ; N/A

Aims: The inclusion of "Personal, Social and Learning to Learn" (PSLL) as a Key Competence in Lifelong Learning (EU Council, 2018) has underlined social and emotional education (SEE) as a key priority area in education and provided a roadmap on how Member States can integrate and strengthen SEE in their respective curricula. One of the current challenges facing this process is how it can be implemented and assessed. In view of the diverse and fragmented approaches to SEE and its assessment in the Member States, this report aims to provide a more integrated framework for the formative and inclusive assessment of SEE across the EU. In doing so, it aims to bring greater consistency to the practices used to assess this key competence at regional, national and European levels. Aside from the assessment of learners' social and emotional competences, the report also aims to extend assessment beyond the level of the individual to assess the contexts of the classroom and of the whole system of a school. This will help to create a more social, collaborative and inclusive European identity for the assessment of SEE – in contrast to other individualistic, personality and character based modes of assessment. Methodology: A review of international research on formative assessment and the assessment of SEE was carried out, focusing on both the formative assessment of individual students, as well as the assessment of classroom and whole-school contexts. Reference has also been made to EU policy documents, including the "Personal, Social and Learning to Learn" Key Competence Framework developed by the Joint Research Centre at the European Commission's Directorate General for Education and Culture (Sala et al., 2020), as well as previous NESET reports in this area. These include Assessment Practices for 21st century learning (Siarova et al., 2017); Structural Indicators for Inclusive Systems in and around Schools (Downes et al., 2017); and Strengthening Social and Emotional Education as a core curricular area across the EU (Cefai ...

The first decades of the twenty first century are witnessing the transformation of Maltese society as it is increasingly becoming more socially, culturally and linguistically diverse. Recent years have been characterised by large migration flows, with both asylum seekers from North Africa, the Middle East and sub-Saharan Africa, as well as thousands of economic migrants from the EU, Eastern Europe and East Asia amongst others. The number of foreign children in Malta has doubled over the last five scholastic years, constituting about 10% of the present school age population. These rapid developments bring both opportunities and challenges for foreign children and young people as they seek to settle down, make new friends and adapt to this major event in their lives. The aim of this study is to explore the physical and mental health and wellbeing of foreign children living in Malta, as well as their access to services, education and inclusion. More specifically it seeks to examine their physical and mental health, wellbeing and resilience, their access to services, their school engagement, their inclusion in Maltese communities, and what may help to create more accessible, inclusive and resilienceenhancing spaces for foreign children living in Malta. The study also explores children's subjective wellbeing, seeking to capture their voices on their lives as children in Malta, including areas like family, locality, school, friends, economic wellbeing, leisure time, and social inclusion. Another objective of the study is to examine the attitudes of Maltese children themselves towards foreign children living in Malta, including openness and tolerance towards interculturalism and diversity. ; N/A

Many children and young people in contemporary Europe are unfortunately coming to school carrying heavy social and emotional burdens, which are, of course, unfavourable to their learning and psychological wellbeing. Amongst the many challenges they may face that affect their education are: poverty and social inequality, bullying and cyberbullying, family conflict, consumerism, media exploitation and technological addiction, academic pressure and stress, loneliness and social isolation, migration, human trafficking, mobility, and changing family and community structures. Policymakers and educators across the world are increasingly coalescing around a specific approach to address these many challenges, namely, social and emotional education (SEE). SEE is intended for children to develop competences in both self-awareness and self-management, and to raise social awareness and improve the quality of their relationships. These competences combine to enhance their ability to understand themselves and others, to express and regulate their emotions, to develop healthy and caring relationships, to empathise and collaborate with others, to resolve conflict constructively, to enable them to make good, responsible and ethical decisions, and to overcome difficulties in social and academic tasks. Social and emotional education is something that can be offered by schools to all children, including those affected by the additional challenges arising from various forms of disadvantage. There is mounting evidence that social and emotional education is also related to positive academic attitudes and higher academic achievement, to increased prosocial behaviour, and to a decrease in anti-social behaviour, anxiety, depression and suicide. More broadly, it contributes to harmonious relationships, to social cohesion and inclusion in communities, to positive attitudes towards individual and cultural diversity, and to equity and social justice. In light of this, the objective of this report is to make recommendations — on the basis of international research, EU policy, and current practices in Member States — for the integration of social and emotional education as a core component of curricula across the EU. More specifically, the report seeks to: • Define and identify the key competences within social and emotional education; • Review the literature to assess the effectiveness of SEE across the school years and to identify key conditions for its effective integration into curricula; • Discuss how the universal provision of SEE may accommodate children and young people from different socio-economic, ethnic and cultural backgrounds; • Explore how SEE is integrated into the school curricula of Member States, and to identify examples of existing good practice from several countries; • Make recommendations at EU, national and school levels, for the effective, sustainable and feasible inclusion of SEE as a core feature of regular school curricula across the EU. ; peer-reviewed