Issues in Education-Student Wellbeing Essay

When looking at the lap up done in schools around the furtherance of well existence, there are many different terra firma and issue frameworks that inform school-based practices. I have chosen to discuss the Framework for bookman contribute Services in Victorian Government Schools (Department of Education 1998) pictured below.This framework poplines quadruple major principles or levels of activity, grouped in concert with the rattling educatee at its centre. The major principles are primary streak, which is presented in the framework as the largest of the four principles and therefore indicates that it should be given the most attention, followed by early intervention, intervention and postvention. Id the likes of to start by posing the question what is resilience and how shag resilience be recognised in a student? Resilience can be defined as the practice of attributes that domiciliate hatful with the strength and fortitude to confront the overwhelming obstacles they a re bound to face in life(Sagor, 1996, p.38). at that place are similarly certain characteristics and descriptors of resilience that have been recognised by teachers and described by Sagor (1996) as being the most social, optimistic, energetic, co-operative, inquisitive, helpful, punctual and on-task (p.38) students. So the aim for welfare in schools should be on act to instil some of these qualities in its students as a preventative measure to give them the best opportunity at becoming a a resilient student and hopefully carrying that on into adulthood.Primary legal profession is the largest area in the framework because it constitutes the broadest and most significant area of activity. The aim is to provide students with the skills and tools needed on the path to becoming a resilient student. This means raising awareness to what makes students vulnerable, developing targeted programs and strategies that help to wince these vulnerabilities and increasing awareness the issues w hilst providing different ways of coping and/or skills that may be useful when these events or adversities may arise. Primary prevention is not always the first choice in schools according to Richard Sagor, a Professor at Washington State University, he believes that teachers dont always opt for prevention before intervention, especially long term teachers, they tend to see the problem/s as being with the individual students and not with the cohort of students or school as a whole.Sagor suggests that we must recognise that it is politically easier to stay the course and continue to offer traditional mainstream educationrather than to re-make our secondary schools into more hospitable, inclusive and preventative organisations(1992, p.19). I found these arguments to be similar to those that arise in Australian literature on this topic for representative the health sector has invested considerable resources towards the development of a packaged curriculum and.the prove to date has bee n that school health education has little effect beyond the short term(Glover & butler 2004, p.300). The programmes we have in place seem to be missing the mark and not really achieving what they set out to do.The next principle in the framework is early intervention. This is the time to assess the risks and identify the need of students in order to really target those at risk of ongoing social, emotional and/or tangible harm. By giving students the tools to be able to identify, assess and manage their own risks, early intervention intends to captivate a problem at its beginnings and intervene before it gets any worse. This principle does promote student wellbeing and is probably one of the most effective as it can be rattling targeted instruction for issues that have already been recognised as being a problem.Intervention involves providing effective management and reward to students in crisis, this includes ensuring access to appropriate counselling, care and treatment servi ces and is also concerned with providing the skills for professionals who are transaction with students at their crisis point. Yes this principle still has its place in the promotion of student wellbeing, but it is already a bit late for the students, the notice is to get in before the issues arise.Postvention is basically how the situation is handled beyond the crisis or event. It is the provision of ongoing support or counselling where necessary, monitoring the recovery process and evaluating the situation. after(prenominal) this crisis has passed and wellbeing is restored, a plan can be implemented or introduced into the prevention stage to increase awareness of the issue and hopefully prevent this happening for others in future or give them the tools to be able to cope with a challenging situation. I think this principle is very of the essence(predicate) and plays an appraising(prenominal) role in providing wellbeing for present and future students.The principles in the Vict orian Framework for Student Support Services of 1998 are collectively designed to provide comprehensive support for the promotion of the wellbeing of students in schools all over Australia and are also being increasingly encouraged on an international scale. The key to moving forward is prevention, like anything if we can prevent a problem before it begins and/or provide the skills and the know how to deal with a crisis before it arises then everybody is much relegate off. Students, teachers, parents and the wider community would be stronger and better equipped to face the challenges of everyday life.Our work as schoolroom teachers contributes in many ways to the promotion of young muckles wellbeing. It is no secret that high school students spend the majority of their adolescent years in schools where they are supervised by teachers. Whether it be in schoolroom, out in the playground, out and closely on excursions and even at the bus stop. Teachers are very influential figures in a young persons life, so it bequeath come as no surprise that the work a classroom teachers does can contribute to the promotion of young peoples well being.Wellbeing can be defined as,a state of positive psychological functioning that allows students to thrive, flourish and learn. Wellbeing refers to a state of positive emotional and social functioning that we would wish to nurture in all our students. The term wellbeing has been used to refer not only to a persons subjective experience of feeling good about themselves and their relationships with others but also to their sense of meaning, purpose and growth(Goh, 2013).Wellbeing is a very broad term which is difficult to define. This definition from Goh (2013) stood out to me because it mentioned the fact that promoting the wellbeing of students allows them to thrive, flourish and learn, this is the important objective for schools and teachers to remember. Norris (2003) argues that Children learn best in an environment that i s safe, nurturing, and affirming(p.318) which I think is the aim for all classroom teachers. Teachers can use a range of teaching strategies to enhance the resilience and overall wellbeing of their students. An example of a strategy for teaching resilience in America is the ABCs of resilience. Renee Jain (2013) speaks about the difference between two people and what makes one person resilient and another person not.The A stands for adversity, this is the problem being faced. The C stands for the consequence or the reaction to the adversity and the thing that makes two people end up with different consequences is the B which stands for beliefs(about the situation). A resilient person is armed with the beliefs and the tools to pick themselves up and move forward. Those without resilience will be consumed by the adversity and struggle to get back up (Jain, 2013). By making students and teachers aware of this connection it is easier to understand why we need to be taught the qualities o f a resilient person in order to maintain wellbeing. Many efforts are being made to spread the nitty-gritty of wellbeing for students through the use of programmes designed by non-government and some government organisations.The USA are gentlemans gentleman leaders in the sheer numeral of programmes and resources in the promotion of mental health, with thousands of programmes in operation with vary levels of success (Weare, 2010, p.27). The promotion of mental and wellbeing in Australia is also starting to thrive with programs such as Root of Empathy (2009) and Mind Matters(2009) at the forefront of the efforts to reach students with the message of wellbeing (Weare, 2010, p.28). In the UK an increasing number of schools are engaged in what is effectively mental health workworking on a wide range of initiativestwo particular examples are Place 2 Be (2009), which supports councellors in schools and pyramid Clubs (2009) (Weare, 2010, p.28).I think the most prominent thing that stan ds out to me on an international scale is that everyone is toilsome to approach this from a whole school and even a whole community perspective, making it everyones business. I do think that this is how it should be and to be effective in promoting overall wellbeing of students it has to be a looked at as a holistic approach. By that same token, staff wellbeing is also a priority in promoting positive school environments.This means that it is important to look after yourself as a teacher, if the teacher is stressed, not focussed, and not looking after their own wellbeing then that will reflect onto the students wellbeing. In conclusion, teachers are very important role models and play such a icy role in a young persons life. Countries all over the world are now double-dyed(a) to really understand how much of an impact teachers and even schools as a whole can can make in the promotion of wellbeing in students. As long as the approach is holistic and targets students in the time of their lives when they need this information the most, we can quite possibly create a overbold generation of resilient young people.ReferencesGlover, S & Butler, H 2004, Facilitating health promotion within school communities, in Moodie, R & Hulme, A (Eds.), Hands on health promotion, IP Communications, Melbourne, Vic, pp. 299-310.Sagor, R 1996, Building Resiliency in Students, Creating a Climate for Learning, Vol. 54 (1), Washington State University, Vancouver, pp.38-43.Sagor, R 1992, Alternative programs for at-risk youth wolves in sheep habilitate, Reaching Todays Youth, Vol. 1 (2), Washington State University, Vancouver, pp.18-22.Goh, C 2013, Student Wellbeing, Student Wellbeing Action Partnership, University of Melbourne, Victoria, Accessed on 31/7/2013 from http//web.education.unimelb.edu.au/swap/wellbeing/Norris, J.A 2003, Looking at classroom Management Through a Social and Emotional Lens, Theory into Practice, 3 (4), p.313-318.Jain, R 2013, principle Students the ABCs of Resilience, Social and Emotional Learning, The George Lucas Educational Foundation. Accessed on 31/7/13 from http//www.edutopia.org/blog/teaching-the-abcs-of-resilience-renee-jainWeare, K 2010, Promotiing Mental Health Through Schools, In P.Agglton, C.Dennison & I.Warwick (Eds.), Promoting Health and Wellbeing Through Schools, capital of the United Kingdom Routelege, pp.24-42.