‘Part of Who we are as a School Should Include Responsibility for Well-Being’: Links between the School Environment, Mental Health and Behaviour

By J. Spratt, J. Shucksmith, K. Philip, Cate Watson. 2006

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Pupil wellbeing – Teacher wellbeing: Two sides of the same coin? (2012, background): “(WB Survey) Martin and Dowson (2009) claimed that ‘positive relationships with significant others are cornerstones of young people’s capacity to function effectively in social, affective and academic domains’ (p.351).”
Part and parcel of teaching? Secondary school staff’s views on supporting student emotional health and well‐being (2009, background): “Finding time to introduce additional training for teachers is challenging enough, but changing the dominant culture within schools to one that is more supportive of the EHWB of the entire school community is only likely to be possible through adopting a whole‐school approach (Spratt et al , 2006 )”
Deconstructing test anxiety (2008, background): “The analysis above positions performance-by-testing practices enforced on schools as responsible, in part, for an increase in anxiety, while the Every Child Matters discourse positions schools as responsible for the mental well-being of their students: preventing the development of problems in vulne”
Examination stress and test anxiety (2008, background): “Secondly, the Every Child Matters agenda positions schools as being responsible for the mental well-being of their students (Spratt et al., 2006), so now perhaps the issue of stress, anxiety and examinations is being taken more seriously now than before.”