Addressing the "Elephant in the Room". The Role of the Primary School Practitioner in Supporting Children's Mental Well-Being

Autor/inn/en	Danby, Gillian; Hamilton, Paula
Titel	Addressing the "Elephant in the Room". The Role of the Primary School Practitioner in Supporting Children's Mental Well-Being
Quelle	In: Pastoral Care in Education, 34 (2016) 2, S.90-103 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2016.1167110
Schlagwörter	Well Being; Child Health; Mental Health; Foreign Countries; Social Bias; Teacher Competencies; Qualitative Research; Elementary School Teachers; Elementary School Students; Questionnaires; Interviews; Teacher Attitudes; Teacher Aides; School Personnel; Controversial Issues (Course Content); Teacher Role; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Psychohygiene; Ausland; Lehrkunst; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Interviewing; Interviewtechnik; Lehrerverhalten; Handreichung; Lehrerhilfe; Schulpersonal; Controversial issues; Kontroverse; Lehrerrolle
Abstract	The enthusiasm regarding the school as a place for mental health promotion is powered by a large body of research demonstrating the links between mental health and well-being, academic success and future life opportunities. Despite on-going commitment to mental well-being in the U.K., statistics suggest mental health issues are increasing among children and young people. This small-scale qualitative-exploratory study, undertaken in two primary schools in North Wales, reports on how school practitioners perceive, promote and support the mental health and well-being of pupils. The paper highlights a reluctance by practitioners to address mental health topics due to fear of stigma and a desire to protect children. Issues linked to funding, skills and training, together with over-stretched specialist agencies, are making it difficult for school practitioners to support pupils. There is a pressing need for appropriate training opportunities in order for practitioners to be knowledgeable and to feel confident to discuss mental health with children and young people. Schools have a significant role in supporting children's mental well-being and reducing the stigma attached to mental illness but only if this important topic is not regarded as an "elephant in the room". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01