Byrne, David and Carthy, Aiden and McGilloway, Sinéad
(2020)
A review of the role of school-related factors in the promotion of student social and emotional wellbeing at post-primary level.
Irish Educational Studies, 39 (4).
pp. 439-455.
ISSN 0332-3315
Abstract
In 2017, the National Council for Curriculum and Assessment (NCCA) in the
Republic of Ireland introduced a universal social and emotional learning (SEL)
intervention in the form of the NCCA wellbeing guidelines. These guidelines are
aimed at facilitating the promotion of student wellbeing during the first three
years of post-primary education. This paper will provide an overview of the
NCCA wellbeing guidelines, while also establishing the educational context
within which these guidelines have become necessary. While the introduction of
these guidelines is arguably timely, little is known of the attitudes and
perspectives that are held by the principal stakeholders, namely the educators,
regarding these guidelines and the promotion of student wellbeing in general.
This constitutes a significant gap in knowledge as the success (or otherwise) of
the new wellbeing guidelines in Ireland may be in some way contingent upon
teachers’ attitudes toward both the guidelines themselves, and their ability to
deliver them. It will be proposed that research, which is currently being
conducted, is necessary to further understand educators’ perspectives in this area
in order to secure ‘whole-school’ implementation of the wellbeing guidelines and
curricula.
| Item Type: |
Article
|
| Keywords: |
post-primary; education; social/emotional wellbeing; student; educators; |
| Academic Unit: |
Faculty of Science and Engineering > Psychology |
| Item ID: |
13903 |
| Identification Number: |
https://doi.org/10.1080/03323315.2019.1697949 |
| Depositing User: |
Dr. Sinéad McGilloway
|
| Date Deposited: |
01 Feb 2021 14:00 |
| Journal or Publication Title: |
Irish Educational Studies |
| Publisher: |
Routledge |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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