Practical suggestions for whole school profe
Trade Review
Tina Stones, EdD student at University of Edinburgh
Following the introduction of ‘Getting it Right for Every Child’ agenda in Scotland and ‘Every Child Matters’ in England, there has been an increased interest in wellbeing in education.
Further, ‘The Good Childhood Inquiry’ raised the profile of the emotional wellbeing of children and schools have a responsibility to develop the wellbeing of the children. Research suggests the implementation has been complex and not all teachers view the promotion of positive mental health as their responsibility. I would suggest that there is a real need for this book and the markets would include schools, FE colleges and HE institutions. Since the introduction of OECD measurements of the wellbeing of young people the international market will also be a possibility.
I expect a sustained interest in the field of positive mental health promotion in education. I believe the topic will grow and evolve as the needs and complexities of childhood and youth grow and change.
I don’t believe the book will become quickly out of date so long as it does not focus too strongly on the current policy context. Emotional literacy, wellbeing, resilience, positive mental health, nurture and positive relationships are likely to remain important agendas for primary school teachers. The evidence base for nurturing environments is growing and is likely to further expand in the future.
Dr Richard Woolley, University of Worcester
Mental health is an area very much to the fore in education at the present time, and will continue to be important. In England, Ofsted will focus increasingly on children’s well-being as a part of inspections, which will further raise the profile of positive mental health. A book that explores issues in way that is accessible to primary school teachers will be beneficial.
Table of Contents
Acknowledgements Introduction Part I: Theoretical and contextual background Chapter 1 – What is positive mental health Chapter 2 – Positive mental health promotion in schools Part II: How to promote positive mental health in school Introduction to Part 2 Chapter 3 – Positive Relationships Chapter 4 – Ethos Chapter 5 – Emotional literacy Chapter 6 – Empowering children as learners Chapter 7 – Embedded promotion and targeted action Part III: Strategies for developing whole school approaches, including those to promote teacher wellbeing Chapter 8 – The importance of a whole school approach Chapter 9 – Teacher wellbeing Appendix References
