A systematic review of primary school teachers' wellbeing: room for a holistic approach.

Although the investigation of mental health and wellbeing in education has shown an exponential increase on an international scale, attention has primarily been paid to students, leaving the concept of teacher wellbeing comparatively overlooked. Extant literature offers numerous divergent descriptions, with some academics even avoiding an explicit definition of the term. Thus, there are limitations and inconsistencies in understanding teacher wellbeing as a unique construct.

A Rose by any Other Name? Using Core Components to Categorize Social and Emotional Learning Provision.

Although social and emotional learning (SEL) benefits children and youth worldwide, classifying a program as SEL is insufficient to capture its variability of content. There is currently little to aid in identifying specific program content so that foci may be identified (e.g.

Social and emotional learning in primary schools: A review of the current state of evidence.

Background: There is a plethora of reviews that summarize much of the evidence base in Social and Emotional Learning (SEL). However, there are criticisms around variability of quality and focus of those reviews, meaning there is little strategic overview of the current state of the field. Further, there are rising concerns as to systemic gaps in the evidence base itself.

Tell Me about Loneliness: Interviews with Young People about What Loneliness Is and How to Cope with It.

Background: loneliness is a common experience for adolescents, yet the voices of adolescents are missing from current conceptualisations of loneliness. That means, measures that have been created based on current conceptualisations may miss important contexts of adolescence, such as the roles of friendships, that determine the way loneliness is experienced. The current study aims to centre adolescent voices to identify how they conceptualise loneliness and what strategies they consider to be useful for adolescents to cope with loneliness.

The development of cross-cultural recognition of vocal emotion during childhood and adolescence.

Humans have an innate set of emotions recognised universally. However, emotion recognition also depends on socio-cultural rules. Although adults recognise vocal emotions universally, they identify emotions more accurately in their native language.

Structural and Predictive Properties of the Emotional Quotient Inventory Youth Version-Short Form (EQ-i:YV[S]).

Emotional intelligence (EI) is a popular construct with concentrated areas of application in education and health contexts. There is a need for reliable and valid measurement of EI in young people, with brief yet sensitive measures of the construct preferable for use in time-limited settings. However, the proliferation of EI measures has often outpaced rigorous psychometric evaluation (Gignac, 2009 ).

A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum.

This randomized controlled trial (RCT) evaluated the efficacy of the Promoting Alternative Thinking Strategies curriculum (PATHS; Kusche & Greenberg, 1994) as a means to improve children's social-emotional competence (assessed via the Social Skills Improvement System (SSIS); Gresham & Elliot, 2008) and mental health outcomes (assessed via the Strengths and Difficulties Questionnaire (SDQ); Goodman, 1997). Forty-five schools in Greater Manchester, England, were randomly assigned to treatment and control groups. Allocation was balanced by proportions of children eligible for free school meals and speaking English as an additional language via minimization.

Evaluation of the implementation and impact of an integrated prevention model on the academic progress of students with disabilities.

In this paper we report on the implementation and impact of an integrated prevention model (Achievement for All - AfA) to improve the educational experiences and outcomes of students with disabilities. It comprises three inter-related strands: assessment, tracking and intervention; structured conversations with parents; and, developing provision for wider outcomes. Participants were 12,038 students with disabilities from 431 mainstream primary and secondary schools across 10 Local Authorities in England involved in the two-year AfA pilot.

Social and emotional aspects of learning (SEAL) for secondary schools: implementation difficulties and their implications for school-based mental health promotion.

Background: Increasing concern about adolescent mental health problems has resulted in schools being identified as central sites for their prevention (PsycInfo; ERIC 2000-2012). In this context, SEAL for secondary schools was launched in 2007.

Method: The implementation strand of the national evaluation of secondary SEAL comprised longitudinal case studies of nine schools and used multiple methods and data sources, including interviews, observations and document review.

Achievement for All: improving psychosocial outcomes for students with special educational needs and disabilities.

Students with special educational needs and disabilities (SEND) are at a greatly increased risk of experiencing poor psychosocial outcomes. Developing effective interventions that address the cause of these outcomes has therefore become a major policy priority in recent years. We report on a national evaluation of the Achievement for All (AfA) programme that was designed to improve outcomes for students with SEND through: (1) academic assessment, tracking and intervention, (2) structured conversations with parents, and (3) developing provision to improve wider outcomes (e.