Promoting and supporting mental health and wellbeing in schools and colleges

They contribute to a growing evidence base that supports learning, cooperation and informed action towards SDG 4. Such approaches also support intergenerational learning and locally relevant pathways, contributing to equity and inclusion. By supporting participation and exchange, these initiatives help ensure that youth perspectives are heard and considered, reinforcing inclusion, transparency and shared responsibility in SDG 4 implementation. These initiatives support youth to apply knowledge in practice, reflect on their role in society and contribute to collective responses within their communities. Through guided online interaction and participatory processes, youth are able to contribute actively to learning while developing communication, creativity and collaboration skills.

Virtual mentorship network to address the rural shortage of mental health providers. A multidimensional, multi-tiered system of supports model to promote school attendance and address school absenteeism. Educator preparation for developing culturally and linguistically responsive MTSS in rural community elementary schools. State policy responses to ensuring excellent educators in rural schools. Exploring SWPBIS implementation outcomes in rural and urban schools in Florida.

Additional locked material for regions and area teams

Implementing universal, gambling comprehensive MH screenings may provide astructured mechanism to improve detection of students in need and ease theburden on school staff. Results point to the need for enhanced school-based approaches toaddress MH problems, especially among underserved youth. In particular, many youth were reluctant to confidein teachers they felt did not support them, or they disengaged when they felt theirneeds were not understood. Results of the present study suggest that poor relationships with adults andnegative attitudes held by youth towards MH services were major barriers toaddressing MH needs in schools. These experiences support previousstudies on the consequences of untreated MH problems, especially regarding academicfailure and impaired relationships37,38 and point to theimportance of identifying the full extent of MH needs early and advancing morecomprehensive strategies to improve youth wellbeing.

Understanding meaningful youth and student participation in education decision-making – a survey

Sense of school belonging is achieved through the reciprocal social relationships between the student and others implied in the school context (Finn, 1989; Goodenow, 1993a). Finally, social engagement is defined in terms of the degree of participation, collaboration with classmates, strengthening friendships in the school context (Linnenbrink-Garcia et al., 2011), or conversely (social disengagement), lack of interest in people at school (Wang et al., 2019). Because the research presents ambiguous results and rarely compares the role of the father and mother in the child’s school engagement, it is relevant to examine how maternal and paternal support respectively contribute to academic engagement. When asked to think of only one person who is supportive of their academic efforts, students usually named their mother (Newman et al., 2000). Parental support in the school context is defined as the extent to which parents participate in and promote their child’s education (Brewster and Bowen, 2004).

The recognition of this bidirectional association has sparked considerable interest within the research community, prompting an investigation into the nuanced dynamics between mental health and educational outcomes during the formative adolescent years. This declaration made a call for schools, policymakers, and advocates for children and adolescents to prioritize and focus on pediatric mental health. Future research should explore the gaps present in this review to address the barriers and inconsistencies found to effectively provide social support for LGBTQ youth across these seven systems. Particularly, intersectionality should be taken into consideration as issues of gender, class, and ability may influence how specific LGBTQ students experience school supports. First, a whole school approach was emphasized by the themes as one of the most effective ways to provide social support for LGBTQ youths. Therefore, educators and other school staff members need to be comfortable and foster an inclusive attitude and belief that they are supportive of all students, as shown through their actions.

Our literature search was extensive, covering 11 academic databases and thus increasing the likelihood of all relevant studies being captured. The study therefore measured a heterogeneous group of peer-led interventions, some of which might have fulfilled our inclusion criteria, but it was not possible to obtain disaggregated data. In instances where peer nominations were involved, the final selection was typically still made by the school staff. Furthermore, most studies included in the systematic review failed to describe core elements of their implementation procedures or conduct any evaluation of them.

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• In a rural setting, such selection is imperative and must emphasize utilizing school-based team members most familiar with the surrounding community, culture, and language to engender greater trust and understanding (Schultz et al., 2021).
• These examples demonstrate how shared power – power with – can lead to more inclusive and democratic processes in both education and community development.
• The format of the intervention could be either one-to-one or group-based, as long as any groups were at least partly peer-led.

This is not about simply reforming education by widening the traditional triangle into a neat square, rather the Education City unfolds like a flower, with multiple spheres of learning interwoven in a beautiful and complex system (see Figure 7). An ongoing dialogue about education is also be maintained, constantly evolving and adapting to promote twenty-first-century learning (Schwartzberg & Dvir, 2012). By embracing these Four Teachers, an Education City shares power in a participative way with children and youth, making learning a collective responsibility. Instead of adhering to outdated models that prepare students for a corporate-led, competitive economy, Education 2.0 must be tailored to the unique environments, cultures, and local economies of each region. This shift marks the beginning of what Korczak described as the proper repair of education, where learning is not hierarchical but collaborative and shared.