Pub Date : 2022-11-24DOI: 10.1080/02643944.2022.2148175
Emma Forshaw, K. Woods
ABSTRACT Schools have been identified as well placed to support students’ wellbeing and encouraging the active participation of children and young people in school life is in line with current English legislation. Student-led research has the potential to create a positive, long-lasting impact. This evaluative systematic literature review (SLR) sought to identify the features of effective student participation in the co-production of whole-school wellbeing strategies, with a focus on Participatory Action Research (PAR) projects. Ten papers published between 2011 and 2021 were identified using the PRISMA framework and evaluated for methodological quality and appropriateness of focus. Several factors were identified as impacting on the success of PAR, including group composition, power balance, and sustainability. The paper concludes that carefully planned PAR projects can result in successful collaboration with students to develop whole-school strategies for a range of issues/topic areas. Further research evaluating the long-term impact of such projects on whole-school practice is warranted.
{"title":"Student participation in the development of whole-school wellbeing strategies: a systematic review of the literature","authors":"Emma Forshaw, K. Woods","doi":"10.1080/02643944.2022.2148175","DOIUrl":"https://doi.org/10.1080/02643944.2022.2148175","url":null,"abstract":"ABSTRACT Schools have been identified as well placed to support students’ wellbeing and encouraging the active participation of children and young people in school life is in line with current English legislation. Student-led research has the potential to create a positive, long-lasting impact. This evaluative systematic literature review (SLR) sought to identify the features of effective student participation in the co-production of whole-school wellbeing strategies, with a focus on Participatory Action Research (PAR) projects. Ten papers published between 2011 and 2021 were identified using the PRISMA framework and evaluated for methodological quality and appropriateness of focus. Several factors were identified as impacting on the success of PAR, including group composition, power balance, and sustainability. The paper concludes that carefully planned PAR projects can result in successful collaboration with students to develop whole-school strategies for a range of issues/topic areas. Further research evaluating the long-term impact of such projects on whole-school practice is warranted.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"49 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89573971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-17DOI: 10.1080/02643944.2022.2148174
P. Mulholland, Richard Parker
{"title":"Understanding mental health in schools from the perspective of young people","authors":"P. Mulholland, Richard Parker","doi":"10.1080/02643944.2022.2148174","DOIUrl":"https://doi.org/10.1080/02643944.2022.2148174","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90458350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-15DOI: 10.1080/02643944.2022.2148176
J. Stubbs, D. Dorjee, P. Nash, L. Foulkes
ABSTRACT The elongation in the amount of time that adolescents remain in education in England has coincided with mounting concerns about increasing adolescent mental health problems. In light of research suggesting that A-level students in post-16 education may face a particularly high degree of academic pressure, this study aimed to deepen our understanding of how this stage of education is experienced. Sixteen female students in English sixth forms participated in task-based, semi-structured interviews aimed at generating a better understanding of their experiences of studying A-levels. Reflexive thematic analysis was used to systematically analyse the transcripts. The themes highlight that because students both aspire intensely to perform well and find studying A-levels challenging, particularly in comparison to GCSEs, it is an inescapably stress-inducing and sometimes overwhelming experience. This is especially true for students who have not cultivated a rich repertoire of time-management strategies or feel unable to seek support from adults. Our analysis suggests that studying A-levels is a uniquely difficult stage of education and that further research is needed to understand how best to support A-level students.
{"title":"‘A completely different ballgame’: female A-level students’ experiences of academic demands, stress and coping","authors":"J. Stubbs, D. Dorjee, P. Nash, L. Foulkes","doi":"10.1080/02643944.2022.2148176","DOIUrl":"https://doi.org/10.1080/02643944.2022.2148176","url":null,"abstract":"ABSTRACT The elongation in the amount of time that adolescents remain in education in England has coincided with mounting concerns about increasing adolescent mental health problems. In light of research suggesting that A-level students in post-16 education may face a particularly high degree of academic pressure, this study aimed to deepen our understanding of how this stage of education is experienced. Sixteen female students in English sixth forms participated in task-based, semi-structured interviews aimed at generating a better understanding of their experiences of studying A-levels. Reflexive thematic analysis was used to systematically analyse the transcripts. The themes highlight that because students both aspire intensely to perform well and find studying A-levels challenging, particularly in comparison to GCSEs, it is an inescapably stress-inducing and sometimes overwhelming experience. This is especially true for students who have not cultivated a rich repertoire of time-management strategies or feel unable to seek support from adults. Our analysis suggests that studying A-levels is a uniquely difficult stage of education and that further research is needed to understand how best to support A-level students.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"37 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74109102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/02643944.2022.2145546
N. Purdy
Welcome to the final issue of Volume 40 of Pastoral Care in Education. This has been a season of mixed emotions for our journal and its host organisation, the National Association of Pastoral Care in Education. We were saddened to learn that our journal editor for the past eight years, Professor Stan Tucker, has had to step down through ill-health. Those of us who have had the privilege of working with Stan over many years will be very aware of the immense contribution he has made to the growth and development of Pastoral Care in Education. His unrivalled pastoral knowledge and expertise, coupled with his enthusiasm and good humour made him a highly successful and popular editor, and we wish him well in his retirement and convalescence. As I take up the reins as Editor, with the support of Caron Carter and Amanda Hatton as Associate Editors, we are very conscious of standing on the shoulders of giants such as Stan. In the UK (in particular) we have been living through a period of unprecedented economic and political turmoil. The past few months have seen the passing of Queen Elizabeth II and the accession of King Charles III, as well as the resignation of two British Prime Ministers, Boris Johnson and Liz Truss, in rapid succession. With rising energy and food prices (due in large part to the war in Ukraine) leading to soaring inflation, and efforts to restore stability through interest rate hikes (not to mention the failure of ‘Trussonomics’), many are warning that we are facing into a long, hard winter of discontent. Amid such times of recession, we must consider the impact on the pastoral care, emotional health and wellbeing of our most vulnerable children from already disadvantaged homes. As during the Covid-19 pandemic it is those living in poverty who will be disproportionately impacted by the current costof-living crisis, and those on higher incomes who will be most insulated against its impact. Already we are hearing stories from schools of children arriving to school hungry, of parents struggling to afford uniforms and of families (including those in work) unable to pay their heating and electricity bills and, increasingly, their mortgages. Unless action is taken, we could be looking at a serious humanitarian crisis. Becca Lyon, Head of Child Poverty at Save the Children has noted, ‘It is a full-blown economic crisis for thousands of families’ and has warned that many children ‘could spend this winter in cold homes, with fewer hot meals, despite the best efforts of their parents and carers. Our children deserve better’ (Lyon, 2022). PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 4, 369–372 https://doi.org/10.1080/02643944.2022.2145546
{"title":"Pastoral care amid the cost of living crisis","authors":"N. Purdy","doi":"10.1080/02643944.2022.2145546","DOIUrl":"https://doi.org/10.1080/02643944.2022.2145546","url":null,"abstract":"Welcome to the final issue of Volume 40 of Pastoral Care in Education. This has been a season of mixed emotions for our journal and its host organisation, the National Association of Pastoral Care in Education. We were saddened to learn that our journal editor for the past eight years, Professor Stan Tucker, has had to step down through ill-health. Those of us who have had the privilege of working with Stan over many years will be very aware of the immense contribution he has made to the growth and development of Pastoral Care in Education. His unrivalled pastoral knowledge and expertise, coupled with his enthusiasm and good humour made him a highly successful and popular editor, and we wish him well in his retirement and convalescence. As I take up the reins as Editor, with the support of Caron Carter and Amanda Hatton as Associate Editors, we are very conscious of standing on the shoulders of giants such as Stan. In the UK (in particular) we have been living through a period of unprecedented economic and political turmoil. The past few months have seen the passing of Queen Elizabeth II and the accession of King Charles III, as well as the resignation of two British Prime Ministers, Boris Johnson and Liz Truss, in rapid succession. With rising energy and food prices (due in large part to the war in Ukraine) leading to soaring inflation, and efforts to restore stability through interest rate hikes (not to mention the failure of ‘Trussonomics’), many are warning that we are facing into a long, hard winter of discontent. Amid such times of recession, we must consider the impact on the pastoral care, emotional health and wellbeing of our most vulnerable children from already disadvantaged homes. As during the Covid-19 pandemic it is those living in poverty who will be disproportionately impacted by the current costof-living crisis, and those on higher incomes who will be most insulated against its impact. Already we are hearing stories from schools of children arriving to school hungry, of parents struggling to afford uniforms and of families (including those in work) unable to pay their heating and electricity bills and, increasingly, their mortgages. Unless action is taken, we could be looking at a serious humanitarian crisis. Becca Lyon, Head of Child Poverty at Save the Children has noted, ‘It is a full-blown economic crisis for thousands of families’ and has warned that many children ‘could spend this winter in cold homes, with fewer hot meals, despite the best efforts of their parents and carers. Our children deserve better’ (Lyon, 2022). PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 4, 369–372 https://doi.org/10.1080/02643944.2022.2145546","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"22 1","pages":"369 - 372"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73365593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-07DOI: 10.1080/02643944.2022.2122071
N. V. T. Hằng, V. Huong
ABSTRACT This study presented the practices of pupil behaviour management of Vietnamese primary teachers with a focus on primary pupils’ misbehaviours, and the activities the primary teachers implemented to manage this misbehaviour. 1,545 primary pupils’ parents and teachers from all three main areas in Vietnam took part in the questionnaire surveys. Mathematical statistical methods were used to analyse data along with collating the perceptions between primary teachers and parents. The results showed that pupil behaviour management had been implemented to a positive extent by the primary teachers in classroom practices. The primary teachers frequently implemented the activities of pupil behaviour management to deal with pupils’ misbehaviours, and this could help prevent misbehaviour in classroom practices. Nevertheless, the study also revealed that one of the emergent problems that needs to be solved in order to achieve better pupil behaviour management is pupils’ inattentive attitudes in learning. A possible reason was attributed to the teachers’ less cares and the lower frequency with which interactive instruction was implemented by the primary teachers in their teaching practices. The study suggested that an appropriate strategy of pupil behaviour management for Vietnamese primary teachers needed to be designed in order to help better engage pupils in learning and to meet the requirements of the ongoing implementation of competence-based curricula. A social constructivist approach with its interactive and meaningful features was recommended for further studies to work on designing an appropriate behaviour management strategy for pupils in a Confucian heritage culture such as Vietnam.
{"title":"The practices of pupil behaviour management according to primary pupils’ parents and teachers in Vietnam","authors":"N. V. T. Hằng, V. Huong","doi":"10.1080/02643944.2022.2122071","DOIUrl":"https://doi.org/10.1080/02643944.2022.2122071","url":null,"abstract":"ABSTRACT This study presented the practices of pupil behaviour management of Vietnamese primary teachers with a focus on primary pupils’ misbehaviours, and the activities the primary teachers implemented to manage this misbehaviour. 1,545 primary pupils’ parents and teachers from all three main areas in Vietnam took part in the questionnaire surveys. Mathematical statistical methods were used to analyse data along with collating the perceptions between primary teachers and parents. The results showed that pupil behaviour management had been implemented to a positive extent by the primary teachers in classroom practices. The primary teachers frequently implemented the activities of pupil behaviour management to deal with pupils’ misbehaviours, and this could help prevent misbehaviour in classroom practices. Nevertheless, the study also revealed that one of the emergent problems that needs to be solved in order to achieve better pupil behaviour management is pupils’ inattentive attitudes in learning. A possible reason was attributed to the teachers’ less cares and the lower frequency with which interactive instruction was implemented by the primary teachers in their teaching practices. The study suggested that an appropriate strategy of pupil behaviour management for Vietnamese primary teachers needed to be designed in order to help better engage pupils in learning and to meet the requirements of the ongoing implementation of competence-based curricula. A social constructivist approach with its interactive and meaningful features was recommended for further studies to work on designing an appropriate behaviour management strategy for pupils in a Confucian heritage culture such as Vietnam.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"18 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82552908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.1080/02643944.2022.2109191
Bünyamin Bavlı, Özge Kortel
ABSTRACT The study aims to shed light on how Turkish teachers perceive ‘teacher resilience’ in the shadow of the COVID-19 Outbreak by exploring their experiences. Phenomenological design was adopted in the study and maximum variation sampling was employed in selection of participants who consisted of 15 teachers with different educational backgrounds. Data were obtained through semi-structured in-depth and focus group interviews and a qualitative content analysis method was executed in data analysis. The statements of the participant teachers were examined through four dimensions presented in the theoretical framework of Mansfield et al. (2012): Profession-Related, Social, Emotional and Motivational Dimensions. The findings revealed that Turkish teachers were not ready for online teaching and experienced certain challenges in the use of effective teaching methods, time management and learner engagement. The study uncovered low levels of emotional, but high levels of social resilience among teachers. They had challenges to manage their emotions, and cope with job demands and stress from time to time. However, they overcame these challenges by building supportive relationships, communicating with each other, seeking help and taking advice. Moreover, many of the teachers managed to stay motivated, persevere, and be positive in the face of the unprecedented challenges they experienced during the COVID-19 Pandemic.
{"title":"Teacher resilience in the face of uncertainty: experiences of Turkish teachers during the COVID-19 outbreak","authors":"Bünyamin Bavlı, Özge Kortel","doi":"10.1080/02643944.2022.2109191","DOIUrl":"https://doi.org/10.1080/02643944.2022.2109191","url":null,"abstract":"ABSTRACT The study aims to shed light on how Turkish teachers perceive ‘teacher resilience’ in the shadow of the COVID-19 Outbreak by exploring their experiences. Phenomenological design was adopted in the study and maximum variation sampling was employed in selection of participants who consisted of 15 teachers with different educational backgrounds. Data were obtained through semi-structured in-depth and focus group interviews and a qualitative content analysis method was executed in data analysis. The statements of the participant teachers were examined through four dimensions presented in the theoretical framework of Mansfield et al. (2012): Profession-Related, Social, Emotional and Motivational Dimensions. The findings revealed that Turkish teachers were not ready for online teaching and experienced certain challenges in the use of effective teaching methods, time management and learner engagement. The study uncovered low levels of emotional, but high levels of social resilience among teachers. They had challenges to manage their emotions, and cope with job demands and stress from time to time. However, they overcame these challenges by building supportive relationships, communicating with each other, seeking help and taking advice. Moreover, many of the teachers managed to stay motivated, persevere, and be positive in the face of the unprecedented challenges they experienced during the COVID-19 Pandemic.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"4 1","pages":"346 - 368"},"PeriodicalIF":1.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88798271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-21DOI: 10.1080/02643944.2022.2115217
Nomisha Kurian
{"title":"The Art Teacher’s Guide to Exploring Art and Design in the Community","authors":"Nomisha Kurian","doi":"10.1080/02643944.2022.2115217","DOIUrl":"https://doi.org/10.1080/02643944.2022.2115217","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"74 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85402918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1080/02643944.2022.2109192
Anne L. L. Tang, Caroline Walker-Gleaves, J. Rattray
ABSTRACT This exploratory study aimed to examine university teachers’ conceptions and articulation of care amidst online teaching. The pandemic-initiated sudden changes to online platform-based teaching and consequently caused many teachers to critically reflect on those affective and relational behaviors and interactions that are possible during physically-embodied pedagogy, but that are either no longer possible or even undesirable online. This has resulted in a research gap that we feel this study addresses, by drawing on the reflections and experiences of nine caring academic and teaching staff in a Hong Kong public university. Thematic analysis of these reflections relating to the practice of, and barriers to, care emphasised the overarching theme of the centrality of presence about, and for, students. This overarching theme was complemented by two sub-themes relating to ‘lacking physical presence as a barrier to care’ and ‘building an online presence for articulation of care’. On the basis of these exploratory findings, we offer preliminary arguments relating to a caring pedagogical approach underpinned by a deepening of presence and learning collaboration. This paper, we argue, adds to the body of knowledge in the under-researched area of teacher care amidst online teaching, and suggests a future theorisation of online care within higher education pedagogy.
{"title":"An exploratory study of university teachers’ conceptions and articulation of care amidst online teaching","authors":"Anne L. L. Tang, Caroline Walker-Gleaves, J. Rattray","doi":"10.1080/02643944.2022.2109192","DOIUrl":"https://doi.org/10.1080/02643944.2022.2109192","url":null,"abstract":"ABSTRACT This exploratory study aimed to examine university teachers’ conceptions and articulation of care amidst online teaching. The pandemic-initiated sudden changes to online platform-based teaching and consequently caused many teachers to critically reflect on those affective and relational behaviors and interactions that are possible during physically-embodied pedagogy, but that are either no longer possible or even undesirable online. This has resulted in a research gap that we feel this study addresses, by drawing on the reflections and experiences of nine caring academic and teaching staff in a Hong Kong public university. Thematic analysis of these reflections relating to the practice of, and barriers to, care emphasised the overarching theme of the centrality of presence about, and for, students. This overarching theme was complemented by two sub-themes relating to ‘lacking physical presence as a barrier to care’ and ‘building an online presence for articulation of care’. On the basis of these exploratory findings, we offer preliminary arguments relating to a caring pedagogical approach underpinned by a deepening of presence and learning collaboration. This paper, we argue, adds to the body of knowledge in the under-researched area of teacher care amidst online teaching, and suggests a future theorisation of online care within higher education pedagogy.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"219 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76178488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-14DOI: 10.1080/02643944.2022.2099004
Abraham Wai-yat NG, Mantak Yuen, J. de la Torre
ABSTRACT The COVID-19 global pandemic continues, and in Hong Kong numerous measures have been put in place to contain the spread of the coronavirus. One of the many facets of life that is being affected is education, with many face-to-face classes suspended and students having to go online for lessons. The virus continues to be active in the city, so our usual way of assisting secondary school students’ character-building through visitation to elderly homes is restricted. Now we can only provide such service-learning in online mode. This paper explores how an online project helped adolescents in a boys’ secondary school apply and adapt principles taught previously in their course dealing with positive character strengths such as kindness, love, social intelligence, gratitude, teamwork, and perseverance.
{"title":"Service learning online: evaluation of a programme delivered during the COVID-19 pandemic in Hong Kong","authors":"Abraham Wai-yat NG, Mantak Yuen, J. de la Torre","doi":"10.1080/02643944.2022.2099004","DOIUrl":"https://doi.org/10.1080/02643944.2022.2099004","url":null,"abstract":"ABSTRACT The COVID-19 global pandemic continues, and in Hong Kong numerous measures have been put in place to contain the spread of the coronavirus. One of the many facets of life that is being affected is education, with many face-to-face classes suspended and students having to go online for lessons. The virus continues to be active in the city, so our usual way of assisting secondary school students’ character-building through visitation to elderly homes is restricted. Now we can only provide such service-learning in online mode. This paper explores how an online project helped adolescents in a boys’ secondary school apply and adapt principles taught previously in their course dealing with positive character strengths such as kindness, love, social intelligence, gratitude, teamwork, and perseverance.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"51 1","pages":"369 - 384"},"PeriodicalIF":1.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80759235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/02643944.2022.2093954
N. Lloyd
ABSTRACT Pastoral care in education aims to promote the holistic development of all pupils whilst supporting those who experience challenging personal circumstances. Significant developments have been made in this field in recent years, including increased focus in Initial Teacher Education, yet major challenges remain to be addressed nationally and internationally, particularly in terms of mental health among children and young people where the rising incidence and negative consequences of poor mental health and mental illness are sobering. Although the past decade has seen significant progress in terms of positive mental health promotion within schools, this paper argues that mental health-related programmes and support in schools require planned, effective and consistent collaboration between education professionals and mental health professionals. Additionally, schools have an integral role to play in the education and promotion of healthy lifestyles among pupils. However, some school-based healthy eating messages have the potential to trigger the development of unhealthy food relationships and disordered eating behaviours among children and young people. Thus, looking ahead, comprehensive, in-depth eating disorders awareness training is essential for all educational professionals (including trainee teachers), equipping them to deliver effective and consistent health promotion programmes to all of our children and young people.
{"title":"Mental health problems and eating disorders: a student teacher’s perception of current challenges facing pastoral care in education","authors":"N. Lloyd","doi":"10.1080/02643944.2022.2093954","DOIUrl":"https://doi.org/10.1080/02643944.2022.2093954","url":null,"abstract":"ABSTRACT Pastoral care in education aims to promote the holistic development of all pupils whilst supporting those who experience challenging personal circumstances. Significant developments have been made in this field in recent years, including increased focus in Initial Teacher Education, yet major challenges remain to be addressed nationally and internationally, particularly in terms of mental health among children and young people where the rising incidence and negative consequences of poor mental health and mental illness are sobering. Although the past decade has seen significant progress in terms of positive mental health promotion within schools, this paper argues that mental health-related programmes and support in schools require planned, effective and consistent collaboration between education professionals and mental health professionals. Additionally, schools have an integral role to play in the education and promotion of healthy lifestyles among pupils. However, some school-based healthy eating messages have the potential to trigger the development of unhealthy food relationships and disordered eating behaviours among children and young people. Thus, looking ahead, comprehensive, in-depth eating disorders awareness training is essential for all educational professionals (including trainee teachers), equipping them to deliver effective and consistent health promotion programmes to all of our children and young people.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"20 1","pages":"297 - 309"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87156392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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