Studying at York
Supporting Pupils' Psychological Wellbeing at School - EDU00101M
Module summary
This module will provide you with in-depth critical understanding of the current approaches to supporting the social and emotional development of children and adolescents in schools. You will be critically examining the relationship between academic research, policy and practice in the area of wellbeing in both primary and secondary schools.
Professional requirements
none
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Autumn Term 2022-23 |
Module aims
This module aims to provide you with a comprehensive critical review of the current intervention approaches to supporting wellbeing of children and adolescents in schools with focus on their social and emotional development. The module also aims to develop your critical analysis and synthesis skills via comparing and contrasting the policy recommendations with current wellbeing provisions in schools and their evidence-base. This will enable you to critically consider possible gaps in the current policy, research and practice and ways to positively transform and improve wellbeing provisions in schools. You will critically examine and compare wellbeing strategies and approaches to achieve this. You also gain a range of transferable skills in assimilating information from different sources and developing your own perspective on it, formulating reasoned arguments, analysing and synthesising information and research evidence from different sources, and developing effective communication, literature search and digital literacy skills.
Module learning outcomes
1. You will gain in depth knowledge of current wellbeing strategies, approaches and programmes applied in schools to support wellbeing of children and adolescents.
2. You will critically examine the links between the particular strategies, approaches and programmes implemented in schools, underlying research and relevant education policy.
3. You will expand your knowledge of wellbeing approaches in schools and their underlying evidence base in order to be able to effectively communicate these to a range of audiences.
4. You will critically consider how the wellbeing approaches discussed in the modules and the associated research might be further advanced in order to improve the wellbeing provisions in schools.
5. You will gain critical insights into ways researchers, policy makers and educators collaborate in supporting the wellbeing provision of pupils in schools.
Module content
The following is a list of indicative content for this module:
- Mindfulness interventions
- Social and emotional learning (SEAL)
- Intervention design and evaluation
- Mental health curriculum and literacy
- Teachers, training and mental health
- Targeted interventions
- Critical examination of school wellbeing policy
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 30 |
| Essay/coursework | 70 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 30 |
| Essay/coursework | 70 |
Module feedback
Written feedback on assignment report sheet and face-to-face feedback in supervisions. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Dray, J., Bowman, J., Campbell, E., Freund, M., Wolfenden, L., Hodder, R. K., ... & Small, T. (2017). Systematic review of universal resilience-focused interventions targeting child and adolescent mental health in the school setting. Journal of the American Academy of Child & Adolescent Psychiatry, 56(10), 813-824.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child development, 82(1), 405-432.try, 56(10), 813-824.
The Good Childhood Report. https://www.childrenssociety.org.uk/what-we-do/resources-and-publications/the-good-childhood-report-2018