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"Glazzard, Jonathan"
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Supporting mental health in primary and early years : a practice based approach
Based on action research which has been implemented in a primary school, this work emphasises not just mental health needs, but also the importance of creating a culture of inclusion for all pupils.
Book
The impact of teacher well-being and mental health on pupil progress in primary schools
Purpose
The study was based around the following three research questions: What factors affect teacher well-being and mental health? How does teacher well-being and mental health impact on the progress of students? What resilience strategies are used by highly effective teachers with poor mental health to ensure that their students thrive? The paper aims to discuss this issue.
Design/methodology/approach
The research study was qualitative in nature and involved ten primary schools in England. Teachers and head teachers were interviewed. Each school visit also included a pupil discussion group with children from Years 3. In total, the research team interviewed 35 education professionals and 64 pupils.
Findings
Teachers reported a number of work-related stress triggers including busy times of the year, such as assessment periods, the pressure of extra curricula activities, the unexpected, keeping up with the pace of change and changes in school leadership. Children were attuned to their teacher’s mood and could usually pick up when they were feeling stressed, even if teachers tried to hide it.
Originality/value
No studies have used pupil voice to explore pupil perspectives of the impact of teacher mental health on their learning and progress. This is the first study of its kind.
Journal Article
Staying Mentally Healthy During Your Teaching Career
The mental health of teachers in school is just as important as the well-being of the pupils they support. Recent research reveals some alarming statistics, including that 74% of teachers are unable to relax and have a poor work-life balance. This book examines a range of relevant issues including workload, managing behaviour, developing resilience and managing professional relationships in order to address some of these concerns and provide comprehensive guidance and workable, evidence-informed strategies to support all those teaching in schools and colleges.
eBook
An Ambitious Primary School Curriculum
This book offers comprehensive guidance to support those involved in primary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework.
It addresses key issues such as the purposes of the curriculum, how to organise the curriculum, and the balance between knowledge and skills. It also goes beyond basic requirements, emphasizing the importance of a creative, child-centred and enquiry-based curriculum which is suited to the context of school communities. Responding to the increased emphasis on the quality of pupils' education, the book supports trainees, teachers and school leaders in developing and implementing an ambitious and diverse curriculum, including working with all stakeholders and offering practical strategies and solutions. It empowers practitioners to reclaim the curriculum by designing one which reflects the values and context of the school.
eBook
Positive Mental Health for School Leaders
The mental health of school leaders and managers is just as important as the well-being of those they teach and support. Recent research reveals some alarming statistics, including that 56% of senior leaders have experienced mental ill health in the last year. This book examines a range of relevant issues including workload, inspections, partnerships and approaches to leadership and management in order to address some of these concerns and provide comprehensive guidance and workable, evidence-informed strategies to support those with leadership roles in schools and colleges.
eBook
Relationships Education for Primary Schools (2020)
This book enables and supports teachers to deliver the content of the new statutory guidance for relationships education in primary schools, operational from 2020. It is case study rich and provides clear and practical advice for teaching the topics of the new framework, including addressing controversial and critical issues such as parental right to withdraw and how to tackle relationships education in faith schools. There is an emphasis throughout on inclusion and pupil well-being and on the importance of partnerships with parents.
eBook
Learning to Be a Primary Teacher: Core Knowledge and Understanding
Learning to be a primary teacher can feel like trying to become a superhero!The new edition of this book will help you harness your superpowers to become that heroic individual, looked up to by your class, able to be simultaneously fun, authoritative, inspiring, responsive to a range of needs and an expert in all subjects! Rooted in the core content framework and informed by the early career framework and new Ofsted inspection framework, it will ensure you are fully equipped to:tackle planning and assessment with easechampion positive behaviourmaster curriculum sequencingbuild composite subject knowledge and understandingchallenge and apply theory and researchmaximise your emotional strength and resiliencestand tall as a professionalpromote diversity, inclusion and social justiceand, most importantly, protect and nurture the children in your care.
eBook
Supporting student mental health in higher education
Student mental health is a key consideration in higher education at the moment with recent reports identifying a major gap in provision by universities and how ill-equipped academics feel to support students. This book addresses these concerns, providing comprehensive guidance and workable evidence-informed strategies and interventions to help those working with students to support them effectively. It is suitable for lecturers, personal tutors, student counsellors, course leaders, heads of department and administration staff with responsibility for student support.
eBook
A whole-school approach to supporting children and young people’s mental health
Purpose
Supporting the mental health of children and young people is a global priority. The issue is not specific to England. However, evidence suggests that one in ten children and young people in England has a mental health need. This represents approximately three students in every classroom. The purpose of this paper is to highlight the role of schools in supporting children and young people’s mental health. Whilst the paper acknowledges that teachers are not trained health professionals, it is argued that a whole-school approach to mental health can support individuals in schools to remain mentally healthy. The elements of a whole-school approach are identified and discussed and some of the challenges in relation to implementation are considered. Critical to the development of a whole-school approach is the commitment from the school leadership team to promoting student and staff wellbeing.
Design/methodology/approach
This is a policy paper not an empirical study.
Findings
This paper has outlined the policy context in the UK in relation to children and young people’s mental health. It has addressed the risk and protective factors which can cause or mitigate against mental ill health and it has outlined the elements of a whole-school approach to mental health.
Originality/value
This paper explores the contribution that schools can make to supporting students’ mental health. There is limited research which addresses mental health in young people from a non-therapeutic angle.
Journal Article
The Experiences of LGBTQ+ Pre-Service and Qualified Teachers and Their Mental Health: A Systematic Review of International Research
Existing research highlights that Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) teachers are often exposed to additional stressors in schools which adversely affect their mental health. Some mitigate the effects of these stressors by separating their personal and professional identities while others choose to integrate their identities so that they can be authentic, advance social justice in school contexts or be visible and vocal role models. Less is known about the experiences of pre-service teachers who are undertaking teacher preparation programmes. This systematic literature review presents the results of 20 published papers which represent the global experiences of both pre-service teachers and serving teachers. The findings highlight identity management, experiences of discrimination, agency and lack of confidence of teacher educators. Two new frameworks are presented that lay the foundations for embedding LGBTQ+ inclusion and proposed mandatory elements of curricula for initial teacher training. This systematic literature review has been informed by the following research questions RQ1. What are the experiences of LGBTQ+ pre-service teachers? RQ2. How do LGBTQ+ pre-service teachers negotiate their identities? RQ3. How do LGBTQ+ pre-service teachers disrupt hetero/cis-normative cultures in schools? RQ4: How well does the teacher education programme prepare pre-service teachers for teaching LGBTQ+ inclusive education?
Journal Article