By Toni Noble, Helen McGrath
This short defines scholar well being and descriptions seven evidence-informed pathways that colleges can take to advertise scholar well being and boost their institution as an permitting establishment. The acronym PROSPER is utilized as an organizer for either the mental parts of health and for those optimistic schooling pathways. those pathways specialise in encouraging Positivity, development Relationships, facilitating Outcomes and a feeling of competence, concentrating on Strengths, fostering a feeling of Purpose, improving Engagement and educating Resilience. every one pathway attracts on either the foundations of optimistic psychology and the academic learn that identifies the impression of every pathway for pupil studying. the advantages of a school-wide specialize in scholar health for pupil engagement in studying and their good fortune at school and in lifestyles are defined. functional directions for the improvement and implementation of academic coverage that has pupil well being as its principal concentration also are provided.
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Additional resources for The PROSPER School Pathways for Student Wellbeing: Policy and Practices
Humour can be built into a curriculum activity such as practising the relevant mathematics skills by conducting, collating and analysing the results of a class (or schoolwide) survey to identify the funniest of four different jokes or six funny stories written by class groups. When used appropriately humour can also be used as an effective coping skill. For example a teacher might make a joke of it when he or a student makes a silly mistake to help keep things in perspective. 2 Positive Mindset A positive mindset incorporates the following attitudes and skills: (i) Positive tracking: This skill involves looking for and commenting on the positives that you encounter in your own life (however small) and in the actions of other people.
They can also be encouraged to think about how they can help themselves feel better. • In-the-moment approach: Students are encouraged to return to the present moment whenever their mind wanders and do one thing at a time rather than multi-task. They can also be encouraged to pay full attention to what they are currently doing (in terms of seeing, hearing, smelling and touching) and to practise ‘being’ in the present. (vii) Savouring is a term that describes intentionally intensifying and prolonging a pleasurable experience or feeling by thinking deeply about the positive feelings and sensations involved.
2003) have identiﬁed that teachers report that their school environment becomes safer and more caring following the introduction of a befriending scheme, and that peer relationships across the school improve. 1 Teaching the Social–Emotional Skills that Underpin Positive Peer Relationships Research indicates that there are potentially many positive outcomes from proactively and explicitly teaching students the following social and emotional skills (McGrath and Francey 1991; McGrath and Noble 2010, 2011a, b) and pro-social values that have the power to facilitate positive peer relationships.