Issues in Education-Student Wellbeing Essay

When looking at the work d whiz in grooms nigh the advancement of well beingness, there atomic number 18 many opposite state and theme models that inform school-based practices. I have chosen to discuss the Framework for assimilator Support operate in Victorian Government Schools (Department of Education 1998) envisage below.This framework appearlines four major article of beliefs or levels of activity, grouped to landher with the full of life student at its centre. The major principles are primary prevention, which is manifested in the framework as the largest of the four principles and therefore indicates that it should be communicaten the most attention, followed by early interpellation, intervention and postvention. Id like to start by posing the question what is resilience and how flush toilet resilience be recognized in a student? Resilience can be delimit as the set of attributes that provide people with the strength and fortitude to gift the overwhelming obstacles they are 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 amicable, optimistic, ener get outic, co-operative, inquisitive, helpful, punctual and on-task (p.38) students. So the aim for eudaemonia in schools should be on trying to impregnate nigh of these qualities in its students as a preventative measure to give them the best chance at becoming a a merry student and hopefully carrying that on into adulthood.Primary prevention is the largest area in the framework beca subroutine it constitutes the hugeest and most significant area of activity. The aim is to provide students with the skills and tools require on the path to becoming a resilient student. This means facts of life awareness to what makes students vulnerable, developing targeted programs and strategies that help to reduce these vulnerabilities a nd increasing awareness the issues whilst providing different ways of coping and/or skills that may be useful when these events or adversities may turn out. Primary prevention is not always the first survival of the fittest in schools according to Richard Sagor, a Professor at Washington tell University, he believes that teachers dont always opt for prevention in the beginning 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 descriptor 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 example the wellness sector has invested considerable resources towards th e development of a packaged curriculum and.the license to date has been that school health education has little effect beyond the short term(Glover & Butler 2004, p.300). The programmes we have in place face 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 tax the risks and identify the needs of students in order to really target those at risk of ongoing social, emotional and/or physical harm. By bighearted students the tools to be able to identify, assess and manage their own risks, early intervention intends to catch a problem at its beginnings and intervene in the first place it gets any worse. This principle does promote student well-being and is probably one of the most effective as it can be very targeted schooling for issues that have already been recognised as being a problem. incumbrance involves providing effective management and support to students in crisis, this includes ensuring access to appropriate counselling, parcel out and treatment services and is also concerned with providing the skills for professionals who are dealing with students at their crisis point. Yes this principle still has its place in the forward motion of student upbeat, but it is already a bit late for the students, the key 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 plow and evaluating the situation. After this crisis has passed and wellbeing is restored, a plan can be apply 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 look this principle is very key and plays an evaluative role in providing wellbeing for present and future students. The principles in the Victorian Framework for Student Support Services of 1998 are collectively designed to provide comprehensive support for the procession of the wellbeing of students in schools all over Australia and are also being increasingly encouraged on an international home plate. The key to moving onward is prevention, like anything if we can prevent a problem before it begins and/or provide the skills and the k this instant how to deal with a crisis before it arises then everybody is lots better off. Students, teachers, parents and the wider community would be stronger and better equipped to face the challenges of usual life.Our work as classroom teachers changes in many ways to the promotion of young peoples wellbeing. It is no secret that high school students spend the majority of their teenage years in schools where they are administrate by teachers. Whether it be in classroom, out in the playground, out and close to on excursions and even at the bus stop. Teach ers are very potent figures in a young persons life, so it will come as no surprise that the work a classroom teachers does can contribute to the promotion of young peoples well being. eudaimonia can be defined as,a state of absolute psychological public presentation that allows students to thrive, pomposity 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 environs that is safe, nurturing, and affirming(p.318) which I venture 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 the kingdoms is the ABCs of resilience. Renee Jain (2013) speaks about the difference between ii people and what makes one person resilient and another person not.The A stands for tribulation, 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 movement 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 check why we need to be taught the qualities of a resilient person in order to maintain wellbeing. Many efforts are being made to interruption the message of wellbeing for students through the use of programmes designed by non-government and some government organisations.The USA are world leaders in the simple number of programmes and resources in the promotion of mental health, with thousands of programmes in operation with variable levels of success (Weare, 2010, p.27). The promotion of mental and wellbeing in Australia is also starting signal to thrive with programs such as Root of Empathy (2009) and Mind Matters(2009) at the oral sex 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 work work 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 stands out to me on an international scale is that everyone is trying 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 pivotal role in a young persons life. Countries all over the world are now staring 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 perchance create a new 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, edifice 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 clothing, 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/ craft/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, inform 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, London Routelege, pp.24-42.