Search

The article suggests the potential of the arts in improving students' mental, emotional and social well-being. Topics include the important role of schools in offering support to strengthen students' mental health and wellness, the health benefits of creating art for students, how art therapy helps patients suffering from distress, why arts are devalued in most schools, and ways to boost the arts for students.

The article focuses on the importance of validating students' emotions to address challenging behaviors in the classroom. It emphasizes that understanding the emotional function behind disruptive behavior is crucial for effective intervention. Topics discussed include the role of validating emotions in promoting emotional regulation, the impact of punitive measures on students' emotional well-being, and practical tips for educators to validate students' feelings before addressing behavior.

The article suggests ways for educators to improve the social skills, confidence, self-efficacy and overall emotional well-being of students as they transition to in-person schooling. Topics discussed include the benefit of talking about behaviors that promote healthy conversation among students, importance of structural supports to students that allow them to share and process feelings related to their identity, and advantage of using fidget toys to help the students to focus.

The article discusses the creation of a safe school culture that would allow educators and counselors to extend assistance to students with trauma. Topics explored include the significant impact of trauma on student well-being, the academic performance and behavior of students which may be attributed to stress, and the importance of maintaining communication between teachers and students.

The article discusses the support and assistance that teachers may extend to address student anxiety during the implementation of remote learning programs in the midst of the coronavirus disease 2019 (COVID-19) pandemic. Topics explored include the level of anxiety in students due to the disruption caused by the pandemic, the importance of maintaining healthy connection and communication between students and teachers, and the way teachers may validate the emotions of their students.

The author offers insights on trauma-informed education and the initiatives that educators and schools may consider for the benefit of students suffering from trauma. Topics discussed include the need to acknowledge the significant factors that contribute to student trauma, the identification of institutional culture and school policies that tend to produce traumatizing patterns, and the way educators may respond with concern to student trauma.

The article focuses on schools are increasingly recognizing the potential of mindfulness to improve student well-being and safety. Topics discussed include using programs that promote self-regulation; benefits of implementing mindfulness, and its emerging role in social-emotional learning and school safety; and its benefits for reducing somatization, depression, and negative affect.

The article discusses strategies which may be considered by school leaders to foster a safer learning environment for students that have been affected by trauma. Topics explored include the establishment of a connection between a trauma-affected student and a staff member who can monitor their emotional well-being, the practice of mindfulness exercises by both teachers and students, and the adoption of clear classroom routines for concerned students.

The author discusses the involvement of teenage students in data-driven student-wellness enhancement programs in the Upper Canada District School Board district in Ontario. According to the article, student involvement enhances solutions to mitigating stress and other mental health problems experienced by teenagers. The article also discusses the significance of adults merely being able to demonstrate caring behavior toward teenagers in the reduction of stress and pressure.

This section presents an interview with pediatrician and California Surgeon General Nadine Burke Harris. Topics discussed include the biological response to trauma or stress which she explored in her book "The Deepest Well: Healing the Long-Term Effects of Childhood Adversity," the need for educators to acknowledge indicators of trauma in students, and the traumatic impact of the coronavirus disease 2019 (COVID-19) pandemic on children.

The article reports on the topic of homework for students. Research shows that attitudes for and against homework shift over the years. The homework debate continues and arguments against it are becoming widespread. Many researchers agree that homework teaches students to overvalue work and increases a sense of competition. Homework also takes valuable time away from family and personal well-being. Many researchers encourage teachers to assign beneficial, appropriate, worthwhile homework. Homework proponents claim that after-school studies allow for learning to continue beyond the school day. Research results and homework guidelines are included.

The article discusses school leadership and the Whole Child approach to education in schools. Topics explored include the monitoring of extracurricular and community-based experiences of students to ensure academic growth, the integration of student health and well-being into the curriculum, and the teaching of conflict resolution, ethical decision making, and problem solving skills to students.

The article discusses a study which found an association between teacher depression and student well-being. Topics covered include the link between better teacher well-being and lower student psychological difficulties identified by the study, several factors that the study has found that might contribute to this link, such as student-teacher relationship, and the impact of high teacher absence rates on student well-being.

The article reports on the Association for Supervision and Curriculum Development's (ASCD) Whole Child approach to education. Topics discussed include the importance of supportive learning in the early grades, increasing children's success in reading, writing, and math, and the need to consider students' well-being and social-emotional development.

The article discusses the Whole Child initiative of the Association for Supervision and Curriculum Development (ASCD) which may be considered by schools in their cultivation of trauma-responsive practices. Topics explored include the trauma associated with the coronavirus disease 2019 (COVID-19) pandemic, the importance of acknowledging the social and emotional needs of students with trauma, and the collaboration of schools with the local community to promote student well-being.

This section presents statistics about the well-being and concerns of young people in the midst of the coronavirus disease 2019 (COVID-19) pandemic, including topics such as the health of their families, basic needs, and personal connection to school adults, classmates, and the school community.

The article offers information on mind-body connectedness which reflects that students' health and well-being affects their ability to learn, grow and develop. Topics include effect of the social-emotional wellbeing of the student, on ability to learn; relationship between mind and body, and the brain & learning; and also highllights Whole Child tenets and related indicators for schools to assess their progress such as student and staff health, school climate and extracurricular activities.

The article presents information on the importance of recess time in U.S. schools. According to a National Center for Education Statistics 2007 survey, 40 percents of U.S. elementary schools have eliminated some recess time in favor of additional academic time to prepare students for benchmark tests. The author argues that research has proven that students are more attentive and less restless after a recess, and also that recall improves when learning is presented in short periods. Also, supervised free time allows students to practice social relationships, practice conflict resolution, and engage in physical exercise.