Books

Students impacted by trauma face behavioural and mental health challenges, which, if not addressed, can have long-lasting effects. In Trauma-sensitive leadership: Creating a safe and predictable school environment, authors John F Eller and Tom Hierck emphasise leaders’ unique role in working with teachers, staff, families and the community to create schools where students build resilience to cope with traumatic experiences.

Whether a student’s post-secondary plan is further education or direct workforce placement, all secondary learners must develop specific competencies to succeed in the global workplace. In Ready for the workforce, Christi McBride and Brenda Duncan-Davis provide educators with empowering cooperative activities they can embed in their established curriculum to help nurture essential skills for career preparedness.

Many educators recognise that social and emotional learning (SEL) is essential to ensuring student success. What educators now grapple with is understanding exactly what SEL is, how it should be taught and how to actively create those spaces that foster SEL. This essential resource develops students’ social and emotional wellbeing – whether in the classroom, on the schoolyard, or in after-school programs – to help create both successful students and well-rounded citizens.

As teachers we can do so much to nurture wellbeing from an early age by giving students the social, emotional and psychological skills they need to flourish. Welcome to wellbeing is a multi-year program for students in Kindergarten to Year 1. It is designed to enhance students’ wellbeing across all dimensions – social, emotional, spiritual, physical and mental. Enhancing student wellbeing can lead to a wide variety of other successful outcomes including including increased academic performance, better relationships and increased resilience (Waters, 2011; Park & Peterson, 2008).

As teachers we can do so much to nurture wellbeing from an early age by giving students the social, emotional and psychological skills they need to flourish. Welcome to wellbeing is a multi-year program for students in Kindergarten to Year 1. It is designed to enhance students’ wellbeing across all dimensions – social, emotional, spiritual, physical and mental. Enhancing student wellbeing can lead to a wide variety of other successful outcomes including including increased academic performance, better relationships and increased resilience (Waters, 2011; Park & Peterson, 2008).

As teachers we can do so much to nurture wellbeing from an early age by giving students the social, emotional and psychological skills they need to flourish. Welcome to wellbeing is a multi-year program for students in Kindergarten to Year 1. It is designed to enhance students’ wellbeing across all dimensions – social, emotional, spiritual, physical and mental. Enhancing student wellbeing can lead to a wide variety of other successful outcomes including increased academic performance, better relationships and increased resilience (Waters, 2011; Park & Peterson, 2008).

As teachers we can do so much to nurture wellbeing from an early age by giving students the social, emotional and psychological skills they need to flourish. Welcome to wellbeing is a multi-year program for students in Kindergarten to Year 1. It is designed to enhance students’ wellbeing across all dimensions – social, emotional, spiritual, physical and mental. Enhancing student wellbeing can lead to a wide variety of other successful outcomes including increased academic performance, better relationships and increased resilience (Waters, 2011; Park & Peterson, 2008).

As teachers we can do so much to nurture wellbeing from an early age by giving students the social, emotional and psychological skills they need to flourish. Welcome to wellbeing is a multi-year program for students in Kindergarten to Year 1. It is designed to enhance students’ wellbeing across all dimensions – social, emotional, spiritual, physical and mental. Enhancing student wellbeing can lead to a wide variety of other successful outcomes including including increased academic performance, better relationships and increased resilience (Waters, 2011; Park & Peterson, 2008).

As teachers we can do so much to nurture wellbeing from an early age by giving students the social, emotional and psychological skills they need to flourish. Welcome to wellbeing is a multi-year program for students in Kindergarten to Year 1. It is designed to enhance students’ wellbeing across all dimensions – social, emotional, spiritual, physical and mental. Enhancing student wellbeing can lead to a wide variety of other successful outcomes including including increased academic performance, better relationships and increased resilience (Waters, 2011; Park & Peterson, 2008).

Social-emotional health and wellbeing are at the forefront of educators’ minds, and for good reason. Professional educators confront the realities of high poverty, pervasive trauma and mental health disorders daily. Building great mental health professional–teacher teams: A systematic approach to social-emotional learning for students and educators harnesses the power of teams so that teachers and school mental health professionals can combine their expertise to support complex student needs. Authors Tonya C Balch, Brandie M Oliver, Chavez Phelps and Bradley V Balch facilitate true team collaboration and examine how all educators, including school counsellors, psychologists and social workers, can work together for maximum positive impact.

Social-emotional learning (SEL) is a necessary and often overlooked aspect of students’ development. All primary students must have access to social-emotional education to acquire powerful skills that will help them excel in school and in life. In Building blocks for social-emotional learning: Creating safe, secure, and successful elementary schools, authors Tracey A Hulen and Ann-Bailey Lipsett provide primary educators with research-based guidance for teaching social-emotional competencies alongside academic content in their classrooms. This much-needed resource includes practical strategies for integrating social-emotional concepts into instruction, lesson planning and assessment, and maintaining a positive school culture and climate where social-emotional learning will occur.

Trauma and stress among students are high. To effectively address the cognitive, social and emotional repercussions of these experiences, schools need a structure for building expertise in trauma and responsiveness among teachers. In The school wellness wheel: A framework addressing trauma, culture, and mastery to raise student achievement, authors Mike Ruyle, Libby Child and Nancy Dome provide a framework that enables F–12 educators to address student trauma and promote healing and resilience. Teachers and administrators can create a simultaneously safe, supportive and academically rigorous environment by incorporating into their educational practices and procedures the three points on which the school wellness wheel pivots.