Literaturnachweis - Detailanzeige
Autor/in | Mowat, Joan G. |
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Titel | Interrogating the Relationship between Poverty, Attainment and Mental Health and Wellbeing: The Importance of Social Networks and Support -- A Scottish Case Study |
Quelle | In: Cambridge Journal of Education, 50 (2020) 3, S.345-370 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Mowat, Joan G.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-764X |
DOI | 10.1080/0305764X.2019.1702624 |
Schlagwörter | Poverty; Educational Attainment; Achievement Gap; Neoliberalism; Correlation; Mental Health; Well Being; Public Policy; Social Support Groups; Educational Policy; Holistic Approach; Interdisciplinary Approach; Foreign Countries; Social Networks; Case Studies; Social Capital; Resilience (Psychology); Achievement Tests; Secondary School Students; International Assessment; Elementary School Students; National Curriculum; Family School Relationship; Parent Child Relationship; Peer Relationship; Social Media; Bullying; Teacher Student Relationship; Academic Achievement; United Kingdom (Scotland); Program for International Student Assessment Armut; Bildungsabschluss; Bildungsgut; Neo-liberalism; Neoliberalismus; Korrelation; Psychohygiene; Well-being; Wellness; Wohlbefinden; Öffentliche Ordnung; Social support; Soziale Unterstützung; Politics of education; Bildungspolitik; Holistischer Ansatz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Social network; Soziales Netzwerk; Case study; Fallstudie; Case Study; Sozialkapital; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Soziale Medien; Mobbing; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung |
Abstract | The poverty-related attainment gap is an internationally recognised problem. It resides within a culture of performativity in which international comparators, underpinned by neo-liberal ideology, drive national policy. This conceptual paper interrogates the relationship between poverty, attainment and children's mental health and wellbeing to inform public policy and practice in Scotland and beyond. A key theme identified from the analysis of the literature is the nature, quality and strength of social and support networks around schools, families and children. This is contextualised within a discussion of the nature of childhood poverty and mental health in children in Scotland and the response of the Scottish Government. A focus on educational policy and schools alone will not in itself address the poverty-related attainment gap. What is required is a holistic focus on public policy, informed by interdisciplinary research, and a focus on building a strong infrastructure of support around schools, families and communities. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |