Children's Social and Emotional Wellbeing in Schools: A Critical Perspective

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Policy Press, 2012 - Social Science - 274 pages
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Many theories of children's well-being reduce the task of nurturing it to checking items off an objective list. Offering a more complex and nuanced view of the concept, Debbie Watson, Carl Emery, and Phil Bayliss argue here that well-being should be understood at the level of the subjective child and that schools should foster well-being by promoting positive relationships and greater inclusivity. Shedding new light on this critical but often taken-for-granted topic, Children's Social and Emotional Wellbeing in Schools holds important lessons for policymakers, practitioners, students, and researchers.

 

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Contents

1 Introduction
1
Part 1 Context
15
2 Conceptual dimensions of wellbeing
17
3 Policy on the promotion of wellbeing in schools
41
4 Practice of social and emotional wellbeing in schools
57
5 The measurement of wellbeing
77
Part 2 Key issues
91
6 Inclusion in schools
93
9 Opportunities for playful expressions of wellbeing
143
10 A golden thread childrens rights and their contribution to wellbeing discourses
157
11 Professionals supporting wellbeing in schools
175
Part 3 New directions
193
12 The space to do something different
195
13 Policy and practice reflections
209
Conclusion
221
References
229

7 Accessing minority voices implications for wellbeing
111
8 Childrens peer relationships in schools
125

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About the author (2012)

Debbie Watson is a senior lecturer in childhood studies at the University of Bristol. Carl Emery is a lecturer in social and personal development and conflict management at Warwick University and a PhD candidate at Manchester University. Phil Bayliss recently retired as a senior lecturer in education, disability, and inclusion at the University of Exeter.

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