Mental Health and Academic Learning in Schools : Approaches for Facilitating the Wellbeing of Children and Young People.

Cover -- Half Title -- Series -- Title -- Copyright -- Dedication -- Contents -- List of figures -- List of tables -- Acknowledgements -- Series editor's foreword -- 1 Alice's story -- 2 The role of schools in promoting children's mental health -- Introduction -- The role of schools -- A question of priorities -- Key terms and concepts -- Why should schools be involved in promoting children's mental health? -- Finally . . . -- 3 The relationship between mental illness, wellbeing and academic achievement -- What is academic success and failure? -- Why do some children fail at school? -- A sequence of experiences -- Socio-economic factors, academic performance and mental illness -- Children's social and emotional competence and academic achievement -- Influence of schools on mental health and academic achievement -- What does this mean for schools? -- 4 Towards a school-wide model for supporting students' mental health and academic learning -- Programs to support students' mental health and academic learning -- The evidence base -- The rationale for developing a whole school, integrated approach for supporting children's academic learning and mental health needs -- Tiered approaches -- Examples of whole school, integrated approaches -- A tiered system of common evidence-based practices -- Problems and future opportunities for whole school approaches for supporting children's academic learning and mental health -- 5 School culture and climate -- School size -- Screening -- A help-seeking school -- Leadership -- School connectedness -- Cultural competence and sensitivity -- Safe schools -- Relationships -- 6 Reconceptualising student behaviour -- The relationship between learning, mental health and behaviour -- What is challenging behaviour? -- Models of classroom management: what's our end goal? -- "Teach more, manage less" (Richmond, 2007).

Promoting behaviour conducive to learning -- "Consequences have consequences" (Lewis, 2015) -- Motivating students -- An approach based on mutual respect -- 7 Teaching and learning -- How excellent teachers teach -- Feedback and assessment -- Mental health topics -- Teaching social and emotional skills -- Teachers as role models -- 8 Partnerships -- Professional collaborations -- Models of collaboration -- Family partnerships -- Children and youth -- 9 Inclusivity: celebrating diversity -- Why is inclusion important? -- Inclusive education benefits all students -- Basic principles of an inclusive education -- How to be inclusive -- 10 Staff wellbeing -- Teacher social and emotional competence -- Teacher and principal stress and wellbeing -- Teachers' (potentially stressful) role in promoting young people's mental health and wellbeing -- Promoting the wellbeing of school staff -- 11 Trauma-informed schools -- Trauma and its impact on young people -- Schools and trauma -- School-based formal programs -- Managing specific traumatic events -- Crisis plans -- Synthesizing a trauma informed approach into school settings -- 12 Making a difference: are we there yet? -- What should schools be doing? Evidence-based programs and practice-based evidence -- The place of monitoring and evaluation -- The action research cycle -- Reflective practice -- Just do it -- Take home messages -- Students' voices -- Index.

Mental Health and Academic Learning in Schools: Approaches for Facilitating the Wellbeing of Children and Young People investigates the many areas impacting on young people's learning and mental health in a unified manner.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.