This book examines the ways in which well-being affects educational outcomes. Using an ecological approach, the book defines what we mean by well-being and resilience in education and how this relates to policy and children and young people’s rights. The book considers strategies utilised by the education, health, voluntary and private sectors which promote well-being and resilience for children and young people from the early years to adulthood. This book also explores societal factors such as poverty and family well-being.
Childhood Well-being and Resilience goes on to provide examples of practice interventions inside and outside the classroom. It represents a sea change in professional approaches to well-being and resilience as protective factors against poor mental health. It includes chapters on key topics such as:
- The concept of child well-being, resilience and the rights of the child
- Peer interaction and well-being
- Social media and mental health
- Well-being and outdoor learning
- Mindfulness for young children
- International policy and child well-being
This book supports professionals to increase their knowledge, establish a skill set and build their confidence which can enable children and young people to develop good levels of well-being and to improve their resilience. Including reflective questions and case studies, Childhood Well-being and Resilience is essential reading for undergraduate students studying Early Childhood Studies, Education Studies, Teaching Awards and Family and Community Studies.
Table of Contents
List of abbreviations
List of Contributors
ZETA WILLIAMS-BROWN AND SARAH MANDER
Section 1: Defining well-being and resilience in education
- Understanding the concept of child well-being: domains, dimensions and discourses
- The concept of resilience and implications for interventions in schools
- Well-being, Mental Health and the Student Population
- Listening to children: the rights of the child
- What does resilience mean to children?
- The importance of positive peer relationships for child well-being and resilience
- Mental Health in Digital Lives
- Well-being and outdoor learning
GARY BEAUCHAMP, SUSAN DAVIS, CHANTELLE HAUGHTON, CHERYL ELLIS, DYLAN ADAMS, SIAN SARWAR, SANDRA DUMITRESCU AND JACKIE TYRIE.
- The role of mindfulness in supporting well-being in young children
- Education and Social Work working collaboratively to support vulnerable families: benefits and tensions
- Solution Focused Resilience Work: from the fantastical to the real
- The Flourishing Practitioner
- Developing a resilient nation. Devolution and the Welsh approach to enhancing well-being
- Well-being as a right: Challenging the role of educational professionals in supporting children in Italian schools
- The role of the kindergarten in children’s well-being and resilience: the case of Norway
LYDIA LEWIS, EMMA ORMEROD AND KATHRYN ECCELSTONE
Section 2 The role of children and young people in their own well-being and resilience
ZETA WILLIAMS-BROWN, JAYNE DALY, MICHAEL JOPLING AND ANDREW ASTON
GAVIN RHOADES, JOHN OWEN AND BILL MYERS.
Section 3: Examples of practice interventions that support children and young people’s well-being and resilience
MICHAEL JOPLING AND SHARON VINCENT
Section 4: Societal and cultural influences upon children's and young people’s well-being and resilience
ELISABETTA BIFFI, CHRISTINA PALMIERI, AND MARIA BENEDETTA GAMBACORTI-PASSERINI
Maria Dardanou and Eirin Gamst-Nergård
Zeta Williams-Brown is a Reader in Education for Social Justice at the University of Wolverhampton. She is leader of the Childhood, Youth and Families Research and Scholarship group for the Education Observatory. She is an executive member and currently Chair of the British Education Studies Association (BESA).
Sarah Mander is a Staff Tutor and Lecturer for The Open University. She has 20 years of practice experience in working with children, young people and their families across private, statutory and voluntary sectors. Sarah is currently studying for her Doctoral award and is researching Early Help workforce competencies.