ABSTRACT

This book examines the ways in which well-being affects educational outcomes. Using an ecological approach, the book defines what we mean by well-being and resilience in education and how this relates to policy and children and young people’s rights. The book considers strategies utilised by the education, health, voluntary and private sectors which promote well-being and resilience for children and young people from the early years to adulthood. This book also explores societal factors such as poverty and family well-being.

Childhood Well-being and Resilience goes on to provide examples of practice interventions inside and outside the classroom. It represents a sea change in professional approaches to well-being and resilience as protective factors against poor mental health. It includes chapters on key topics such as:

  • The concept of child well-being, resilience and the rights of the child
  • Peer interaction and well-being
  • Social media and mental health
  • Well-being and outdoor learning
  • Mindfulness for young children
  • International policy and child well-being

This book supports professionals to increase their knowledge, establish a skill set and build their confidence which can enable children and young people to develop good levels of well-being and to improve their resilience. Including reflective questions and case studies, Childhood Well-being and Resilience is essential reading for undergraduate students studying Early Childhood Studies, Education Studies, Teaching Awards and Family and Community Studies.

chapter |3 pages

Introduction

ByZeta Williams-Brown, Sarah Mander

part Section 1|52 pages

Defining well-being and resilience in education

chapter 1|13 pages

Understanding the concept of child well-being

Domains, dimensions and discourses
ByAlyson Lewis

chapter 2|13 pages

The concept of resilience and implications for interventions in schools

ByLydia Lewis, Emma Ormerod, Kathryn Ecclestone

chapter 3|13 pages

Well-being, mental health and the student population

BySarah Mander

chapter 4|11 pages

Listening to children

The rights of the child
ByHelen Lyndon

part Section 2|32 pages

The role of children and young people in their own well-being and resilience

chapter 5|10 pages

What does resilience mean to children?

ByZeta Williams-Brown, Jayne Daly, Michael Jopling, Andrew Aston

chapter 7|11 pages

Mental health in digital lives

ByGavin Rhoades, John Owen, Bill Myers

part Section 3|42 pages

Examples of practice interventions that support children and young people’s well-being and resilience

chapter 8|11 pages

Well-being and outdoor learning

ByGary Beauchamp, Susan Davis, Chantelle Haughton, Cheryl Ellis, Dylan Adams, Sian Sarwar, Sandra Dumitrescu, Jacky Tyrie

chapter 10|9 pages

Education and social work working collaboratively to support vulnerable families

Benefits and tensions
ByMichael Jopling, Sharon Vincent

chapter 11|10 pages

Solution-focused resilience work

From the fantastical to the real
ByDean-David Holyoake

part Section 4|42 pages

Societal and cultural influences upon children’s and young people’s well-being and resilience

chapter 12|10 pages

The flourishing practitioner

ByZenna Kingdon

chapter 13|11 pages

Developing a resilient nation

Devolution and the Welsh approach to enhancing well-being
ByCaroline Lewis

chapter 14|8 pages

Well-being as a right

Challenging the role of educational professionals in supporting children in Italian schools
ByElisabetta Biffi, Cristina Palmieri, Maria Benedetta Gambacorti-Passerini

chapter 15|11 pages

The role of the kindergarten in children’s well-being and resilience

The case of Norway
ByMaria Dardanou, Eirin Gamst-Nergård

chapter |4 pages

Conclusion

BySarah Mander, Zeta Williams-Brown

chapter |2 pages

UK emotional well-being and mental health support organisations for children and young people

ByZeta Williams-Brown, Sarah Mander