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School Climate/culture: Improving mental health through appreciation of…
School Climate/culture: Improving mental health through appreciation of outdoor learning. An ethnographic study.
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School Climate
Preparing educators
shifts the focus from what is wrong to what is needed,
wrong messages lead to negative self-perceptions, which can impair performance. Social identity threats can come from media, from adults who communicate low expectations or negative views of some children
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Teachers must be able to teach and model critical social skills such as cooperation and communica-
tion and emotional skills including empathy, emotional recognition, and self-regulation.
Wellness - The physical and mental benefits of mindfulness practice include reduced emotional distress; improved emotional regulation; a greater sense of social-emotional competence, efficacy, and well-being; improved instruction; and better emotional support for students.
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Policy - Replace zero-tolerance school discipline policies with policies focused on explicit teaching of social-emotional strategies and restorative discipline practices
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Research Aims
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To consider the ways that outdoor learning experience might challenge health and well-being discourse and school norms.
To outline the extent to pupil's outdoor learning experiences can start to change narratives regarding relational ontologies
Suggest ways in which schools can create school climates/culture where mental health of young people is utilised through appreciation for outdoor learning.
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