Teaching has been recognized as a high stress job but few studies have examined the causes and potential solutions. An article in September 2016 Issue of International Journal of Environmental Research and Public Health uses " an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources. the study examined the relationships between two characteristics of the work environment (emotional job demands and trust in colleagues) and two indicators of teachers’ well-being (teaching satisfaction and emotional exhaustion). In particular, the study focused on how emotion regulation strategies (i.e., reappraisal and suppression) mediate these relationships. The results of structural equation modeling indicated that: (1) the emotional job demands of teaching were detrimental to teacher well-being, whereas trust in colleagues was beneficial; (2) both emotion regulation strategies mediated the relationships between both emotional job demands and trust in colleagues and teacher well-being; and (3) teachers who tend to use more reappraisal may be psychologically healthier than those tend to adopt more suppression." The authors conclude that "that teachers should be seen as emotional workers, who need to be highly sensitive to the demands that their work makes on their emotions and well-being [61]. Given the high mean score of emotional job demands reported in this study, further attention should be paid to the adverse effects of the emotional demands faced by teachers." As well, they argue that "trust in colleagues is positively related to teaching satisfaction and less emotional exhaustion via the indirect effect of, respectively, reappraisal or suppression." Other studies of the work lives of teachers report that teaching is a lonely occupation and that it is difficult for teachers to work closely with colleagues due to lack of planning time in their work day. Read more >> (This item is among the 5-10 highlights posted for ISHN members each week from the ISHN Member information service. Click on the web link to join this service and to support ISHN)
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An article in the special September 2016 issue of the Journal for Education for Sustainable Development (ESD) discusses the characteristics of local supporting municipal/school district infrastructure to support school-baszed and school-linked health promotion and sustainable development. "The article aims to explore the following question: ‘How is education for sustainable development and health education in schools approached and contextualized at a municipal level, and what contradictions and tensions might local structures imply for sustainable health promoting school development?’ Based on interviews with key agents at the municipal level in Denmark and drawing on a knowledge exchange network, the article identifies and discusses the following three themes across education for sustainable development and health education: (i) autonomy, engagement and ownership; (ii) open frameworks and invitations to ‘run with the ball’; and (iii) ad hoc professional development. A main conclusion in the article is that local approaches are largely based on plurality and voluntarism, and are formed around enthusiasts. There is a risk that this framework becomes so flexible that it ‘falls apart’ in the balance between rigidity and flexibility. " This finding is typical of the approach often used at the school level, where initial and on-going efforts are almost always dependent on finding and keeping a local "champion" (who usually burns out, move on or gets promoted to another position without any clear plan for succession. Read more>> (This item is among the 5-10 highlights posted for ISHN members each week from the ISHN Member information service. Click on the web link to join this service and to support ISHN)
How Education for Sustainable Development Contributes to High Quality Education & Learning10/11/2016 An article in the special September 2016 issue of the Journal for Education for Sustainable Development (ESD) describes how ESD learning contributes to a higher quality of education and learning for students. "This research is a synthesis of studies carried out in 18 countries to identify contributions of education for sustainable development (ESD) to quality education. he analysis revealed that major themes repeated across the 18 studies, showing that ESD contributes in many ways to quality education in primary and secondary schools. Teaching and learning transforms in all contexts when the curriculum includes sustainability content, and ESD pedagogies promote the learning of skills, perspectives and values necessary to foster sustainable societies. " The article also identified the need for better work in integrating ESD across the curriculum and in training teachers. Read more>> (This item is among the 5-10 highlights posted for ISHN members each week from the ISHN Member information service. Click on the web link to join this service and to support ISHN)
A news story out of Edmonton, Alberta, Canada has reminded us about the need to monitor wait times as part of the school health/other services component of a comprehensive approach to school health promotion. The story notes that only 41% of young people in Edmonton received mental health treatment within 30 days after referral. The details of the report are important " according to the latest numbers from Alberta Health Services. The Performance Measure Update shows that for the three-month period between April and June of this year, only 41 per cent of children in the Edmonton zone needing mental health treatment received it within 30 days of a referral.That's down sharply from the same period in 2015, when 94 per cent of children in the Edmonton area saw a therapist within 30 days." But more importantly, this trend was noted and discussed intelligently, with representatives of the local hospital and school board responding with more staff being assigned and the roll-out of a Mental Health First Aid course for teachers that will help with early identification. Because this is part of the Alberta health ministry monitoring plan, comparisons were possible over time and with similar cities in the province. In other words, this is a good example of how a monitoring system should work. Read more>>
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