Abstract
This study aimed to explore teachers’ and head teachers’ understandings of how they work to support pupils’ mental health through their everyday practices. A qualitative study, including individual interviews with head teachers and focus groups with teachers, was conducted in lower secondary schools in Norway. Rich descriptions of teachers’ and head teachers’ everyday practices in supporting pupils’ mental health are presented in two main themes: working with individual pupils through teaching and learning, and working with the school context. Taken together, these themes illustrate the different ways teachers and head teachers (proactively and reactively) support young people’s mental health as a core aspect of their educational role, as well as some of the challenges therein. Implications for policy and practice are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: 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.