For example, Hardee and Reyelt (2009) examined how alternative arts-based education may support the identity development of adolescents in a juvenile arbitration program and of adolescents who are not succeeding in American public schools. In our analysis of the literature, we identified 37 articles that regarded educational processes through which schools and teachers may intentionally foster adolescents’ identity development. In our analysis of the literature, we identified 52 articles that focused on educational processes through which schools and teachers may unintentionally (and often negatively) play a role in adolescents’ identity development.
Likewise, teachers and school staff understood the importance of developing skill sets (e.g., use of inclusive language) to foster an inclusive and supportive classroom environment for LGBTQ youth 113, 114. Youth-led theater and dialogue-based interventions were effective to address heterosexism and genderism in schools, with increased reports of willingness and intention to advocate for social justice and equality for LGBTQ people . For example, high schools had concerns and restricted policies on GSA student behaviours, limiting activities allowed by students 31, 35. Although GSAs were found to be effective in supporting LGBTQ youth in schools, only 19.1% of youth reported an existence of a GSA in their high school . Advisors believed the primary role of GSAs is to bring awareness and act in schools, whereas students believed the purpose was to foster a sense of community and belongingness 63, 71, 94.
- First, two theoretical (Hamman and Hendricks 2005; Lam and Tam 2011) and two ethnographic (Robb et al. 2007; Rudd 2012) articles that differ in the perspectives on identity development that they employ indicate that teacher compliments (Hamman and Hendricks 2005; Robb et al. 2007) and warm teacher-student relationships (Lam and Tam 2011; Rudd 2012) may contribute to a supportive classroom climate.
- This is also a requirement for young people in out-of-home care, who are Aboriginal1 and/or supported by the Program for Students with Disabilities).
- Expert reviewed by Andrea M. Spencer, PhD
- All studies evaluated interventions in secondary schools, with two also evaluating a primary school programme 11, 12.
- It requires committed coordination among students and faculty to ensure the groups function effectively and inclusively.
The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students
Collaboration to support rural student social-emotional needs. Designing and scaling up integrated youth mental health care. Curriculum programming in the gambling general education setting for students with autism spectrum disorder. Sustaining a multitiered system of supports for English learners in rural community elementary schools. Association of rurality with availability of youth mental health facilities with suicide prevention services in the US.
Opportunities for needs to be identified
Such tangible benefits underscore the potential of peer support groups to transform school culture by nurturing youth empowerment and fostering collaborative learning. In a setting where students are encouraged to work together towards common goals, peer support groups exemplify the essence of collaborative learning. It is also worth noting that participation in peer support groups strengthens students’ social skills. The role of peer support in educational settings underscores the potential for cultivating collaborative learning and educational inclusion. Her responsibilities encompass not only the development of impactful learning materials but also providing expert pedagogical support to ensure the seamless integration of our content into educational and professional development settings.
Promoting and supporting mental health and wellbeing in schools and colleges
Informed consent to participate in this study was obtained first from school authorities and teachers, then from parents, and finally from students. From a large provincial city, 323 students were enrolled in a priority education middle school. Third, we test whether the sense of school belonging is a mediator of the effects of perceived social support on school engagement. Second, we explore the specific contribution of the main sources of perceived social support to school engagement. However, given that low-SES students have a more interdependent self-construal than higher-SES students (Stephens et al., 2014), we expect that (H1) students from disadvantaged social backgrounds will perceive more social support than those from more privileged social backgrounds. However, previous studies have demonstrated the contribution that social support networks have in the lives of disadvantaged youth (Hayes et al., 2014).