Student well-being


Journal articles about Student well-being

The latest ten articles from our journals on this subject.

Dawn Lawrence
set 2011: no. 3
32

In January 2005, during my induction into Te Kotahitanga, I was challenged to consider my role, as a non-Māori teacher, in addressing the disparities that exist for Māori within our education system. Thus began my learning about, and through, a culturally responsive pedagogy of relations.

Penni Cushman and Tracy Clelland
set 2011: no. 3
17

Media headlines ensure that we are constantly reminded of the presence of bullying in our schools. This article draws on responses to a national survey on barriers to student learning. The strategies that primary and secondary schools that responded are implementing to address bullying are discussed in relation to the approach known as “health promoting schools”—an approach that is internationally recognised for its effectiveness in addressing mental health issues in schools.

Andrea Wilson-Tukaki and Keryn Davis
Early Childhood Folio Vol. 15 No. 2 (2011)
20

A research project in this early childhood centre investigated the (school) key competency relating to others. The teachers were particularly interested in this key competency because relationships, and the empowerment of children and families, had always been key concepts for the centre. In order to research their understanding of relationships they asked “What does relating look like for children here?” Staff collected Learning Stories about relating-in-action from the children’s portfolios.

Amanda Bateman
Early Childhood Folio Vol. 15 No. 1 (2011)
17

This article presents a fine-detail analysis of one observation from a wider ethnographic study of four-year-old children in a primary school in mid-Wales. The social interactions of the participating children show the multifaceted nature of children’s everyday social organisation. By investigating the complexities of children’s social interactions, their social competencies in everyday events are revealed. This raises the question of the role of early childhood teachers and whether they should intervene in children’s social experiences.

Sarah Te One
Early Childhood Folio Vol 14 no.1 (2010)
13

Advocating for children’s rights in early education is an important role for teachers. This role has many challenges, not least of which is understanding what children’s rights are and how they can be used effectively to support children’s learning. This article reports on how teachers in an early care and education centre advocated for children’s rights.

Jean Harold and Louise Keown
set 2010: no. 1
20

There are many children who have interpersonal difficulties at school which affect their enjoyment of and achievement in learning. The New Zealand Curriculum (Ministry of Education, 2007) recognises the critical role that schools have to play in supporting the development of students’ competency in relating to others. This article discusses a junior primary class intervention programme that targets children’s self-control and assertion behaviours.

Colleen Higgins
Early Childhood Folio Vol 14 no.1 (2010)
23

The transition into early childhood education is a big step for children and their parents. It can help a child settle in if one teacher becomes their “primary caregiver”, giving them someone to relate to and the parents someone to communicate with. This action research project looks at one centre’s “key teacher” system and transition processes and how well they work.

Vicki M. Carpenter and Debora Lee
Curriculum Matters 6 : 2010
99

Heteronormativity is pervasive and ongoing in most societies. New Zealand, despite its comparatively liberal laws in relation to sexual orientation, is no exception. The effects of such attitudes, values and prejudices extend into education and, by default, into curriculum. Findings from a study including student and staff online surveys, a series of focus group and individual interviews and an overview of programme content suggest that there was a hidden curriculum of heteronormativity in teacher education at a New Zealand faculty of education in 2009.

David Teeman, Pauline Wade, Sarah Golden and Alison Lawson
set 2009: no. 2
20

Practical Research for Education, 39, May 2008, pp. 57–62 (reprinted with permission)

Fires in schools can be emotionally devastating for students and staff and highly disruptive to school functioning and student learning. This small-scale British study looks at the impacts of school fires and the lessons to be learnt.

Marie Russell, Sue Buckley and Cate Walton with Zachary Gerring and James Black
set 2009: no. 1
5

It’s normal for children approaching adolescence to experiment with sexual behaviour. With a small proportion of children, though, this behaviour is inappropriate or even disturbing. This study explores the experiences of Years 7 and 8 teachers in identifying and dealing with inappropriate sexual behaviour, and asks what additional support teachers might need.

Books and CDs about Student well-being

RESPONSIVE PEDAGOGY
$44.95

Teachers are looking for new ways to respond to challenging behaviour. The premise of the book is that teachers can make a difference and that schools and early childhood education settings can be places where behaviour is addressed with courage and conviction.

27 September 2011
ENGAGING YOUNG PEOPLE IN LEARNING
$30.67

In this book United States researchers contribute their insights to New Zealand thinking on the important topic of student engagement. Professor Jeremy Finn describes what drives student disengagement and the key components to tackling it. Sandra Christenson focuses on Check & Connect, a practical programme targeting the most at-risk students and aimed at reducing school dropout rates.

2 June 2009
DISCIPLINE, DEMOCRACY, and  DIVERSITY
$40.48

Completely eliminating behaviour difficulties in schools is probably not possible but reducing them is a realistic aim. This book provides a useful range of practical approaches, responses, practices, and procedures that teachers can use in their everyday work. The main focus is to illustrate the links between behavioural theory and competent teaching practice. The combination of research scholarship and on-the-job experience will support teachers to be more skilful managers of students with challenging behaviours.

1 June 2007