Emotional well-being and its relationship to schools and classrooms: a critical reflection
By Colleen McLaughlin. 2008
102 citations recorded by the source corpus.
ABSTRACT This article explores the research underpinning views of emotional well-being and its development in schools and classrooms. Research concerning the concepts of emotional intelligence, resilience and protective factors, mental health and young people and emotional regulation is examined and its implications interpreted. The author critically reviews the focus of interventions, the nature of the interventions and the strategies being adopted by policy-makers. She argues that there are dangers in solely adopting an individualistic programmatic approach and suggests that a wider emphasis on relationships, pedagogy and community building is central to the development of emotional well-being in young people.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/1aa50af04bcf912e10f7d47f9e717c4588f87338
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Lisa Linnenbrink-Garcia
- Reinhard Pekrun
- B. Alm
- Claes Nilholm
- Thomas Goetz
- Kou Murayama
- Gale M. Sinatra
- Chengchen Li
In Social Psychology
- Lisa Linnenbrink-Garcia
- Reinhard Pekrun
- B. Alm
- Claes Nilholm
- Thomas Goetz
- Nathan C. Hall
- Kou Murayama
- A. Frenzel
Citations in the corpus
- An inclusive classroom? A case study of inclusiveness, teacher strategies, and children's experiences (2010, background): “prerequisites; to feel secure as a member of the group (McLaughlin 2008); and the”
- International handbook of emotions in education. (2014, background): “Schools play a major role for the development of the ability to regulate emotions and to take them into account for information processing (McLaughlin, 2008).”