Abstract
ABSTRACT This paper presents the findings from a qualitative study conducted in two lower secondary schools in Norway that explored pupils’ perceptions of how teachers supported their mental health through their everyday practices. Focus groups with 26 pupils aged 14–15 years old were carried out. Data were analyzed thematically, revealing four main themes: (i) relating to pupils as individuals, (ii) creating relatedness within the classroom, (iii) being responsive to pupils’ academic needs, and (iv) reducing school-related stress. The findings add to existing knowledge by revealing insight into interweaving processes through which support for learning itself can be a form of support for mental health.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
