International Journal of Emotional Education

14 - 33

Authors: Helen Askell-Williams, Michael J. Lawson and Phillip T. Slee

Schools provide viable settings for mental health promotion initiatives, such as programs to develop students' social and emotional capabilities (SEC). Complexity in the school environments into which initiatives are introduced, such as diverse student capabilities, school structures, and teachers' knowledge and confidence, will play an integral role in the success of those initiatives. This paper investigates the environments of schools about to receive the KidsMatter mental heath promotion, prevention and early intervention initiative in Australia, using information sourced from questionnaires about 2598 students and their teachers in 50 Australian primary schools. The focus of the report is on the status of the schools' work in one of the key focus areas for the intervention, namely students' SEC. Analysis showed relatively high levels of students' SEC across the whole sample. Teachers' attitudes towards SEC learning were highly positive. Teachers' self-rated knowledge and approaches in dealing with SEC were moderate, and point to requirements for additional pre-service and professional development. The extent of regular and sustained delivery of SEC programs and mental health initiatives in general showed variability, suggesting the need to attend to school systems and structural supports. Implications of these areas of diversity in school environments on the selection and methods of delivery of mental health promotion programs in schools are discussed.

55 - 70

Authors: Felicienne Mallia Borg

This study describes the developmental process in a secondary school which had taken up the challenge of responding more effectively to an increasingly diverse community of learners. The study was aimed at understanding the challenges faced by the school in this area and the ways it sought to create a more inclusive community, with a particular focus on social and emotional learning. A qualitative case study design was used, with semi-structured interviews held with various stakeholders, namely the school administration, teachers, support staff, parents and the students. Findings indicated that to be able to respond to student diversity, a school needed to restructure its culture, policies and practices. Teachers needed continual preparation and a vast array of skills, knowledge and pedagogical approaches to help them reach out to all learners. Structural barriers needed to be removed and collaboration encouraged at class, school and community level. The importance of parental involvement was also emphasized as was also the Head's commitment to inclusive values and a distributed style of leadership.