Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3400
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: ‘Part of Who we are as a School Should Include Responsibility for Well-Being’: Links between the School Environment, Mental Health and Behaviour
Authors: Spratt, Jennifer
Shucksmith, Janet
Philip, Kate
Watson, Cate
Contact Email: cate.watson@stir.ac.uk
Keywords: interagency working
emotional well-being
schools
mental health
Issue Date: Sep-2006
Publisher: Taylor & Francis (Routledge)
Citation: Spratt J, Shucksmith J, Philip K & Watson C (2006) ‘Part of Who we are as a School Should Include Responsibility for Well-Being’: Links between the School Environment, Mental Health and Behaviour, Pastoral Care in Education, 24 (3), pp. 14-21.
Abstract: Drawing from a Scottish study, this article examines ways in which the school environment can impact upon the well-being of pupils and their associated behaviour. It identifies tensions between existing school structures and cultures and the promotion of positive mental health, particularly in relation to the curriculum, pastoral care, discipline and teacher/pupil relationships. In many cases, schools attempt to address mental well-being by bolting fragmented initiatives onto existing systems, and we argue that a more fundamental review of values, policies and practices throughout the school is needed. This paper also looks at the roles of interagency workers in schools, and reports that, in most cases, these workers are seen as offering a parallel service to the mainstream school, targeted at the most troubled or troublesome pupils. We suggest that schools should draw on the skills and understandings of these workers to help build new cultures throughout the school for the benefit of all children and young people.
Type: Journal Article
URI: http://hdl.handle.net/1893/3400
DOI Link: http://dx.doi.org/10.1111/j.1468-0122.2006.00374.x
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.
Affiliation: University of Aberdeen
University of Teesside
University of Aberdeen
Professional Education

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