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Educators and researchers confirm that young adolescents’ health and well-being directly impacts their academic progress. Yet, those with a vested interest in educating young adolescent learners have few explicit resources to guide them through the implementation of programs or practices that support the health and well-being of young adolescent learners, their teachers, or school.
Resources for Effective Health and Well-Being Practices in the Middle Grades provides school leaders, teachers, academics, and teacher candidates with evidence-based examples of the successful implementation of health and well-being programs or practices—ones that focus explicitly on the needs of young adolescent learners and/or their teachers or school leaders. Specifically, this book provides a collection of examples from the field that describe ‘how’ to implement a range of individual, class, whole school, or teacher focused programs.
Katherine Main is an Associate Professor and program leader in the School of Education and Professional Studies, Griffith University, Australia.
Susan Whatman is an Associate Professor, and the Program Advisor for the Health and Physical Education (HPE) major in initial teacher education, at Griffith University, Australia.
Section 1. Fostering a Sense of Belonging and Community
Chapter 1. Adolescent Health and Well-Being: How Schools are Taking Action; Katherine Main and Susan Whatman
Chapter 2. Shredquity and Belonging: The Skate Club Program at The Juniper School; Matt Ogburn, Rush Cosgrove, and Philip Werline
Chapter 3. ScotsX: A School-Within-a-School ‘Learning Lab’; Hugh Chilton
Section 2. Enhancing Social and Emotional Learning (SEL) and Emotional Regulation
Chapter 4. Students’ Sense of Belonging at School: A Tool to Create a Unique SOBAS Fingerprint; Martin Hall, Donna Pendergast, and Katherine Main
Chapter 5. Investigation into Emotional Regulation Associated with Assessments in Middle School Students; Phil Collins, Nick Stack, T’Ann Steel, and Lucy Stuart
Chapter 6. The Heart of the Matter: Designing a Christ-centred Social Emotional Learning Whole-school Program; Tiffany Staples, Chante Shaw, Gregory Baxter, and Susan Whitcombe
Section 3. Strategic Partnerships and Holistic Approaches
Chapter 7. The Titans Learning Centre: Developing Social and Emotional Learning; Susan Whatman and Katherine Main
Chapter 8. HealthLit4Kids: Improving Health Literacy to Reduce Health Inequities; Vaughan Cruickshank, Claire Otten, Shandell Elmer, and Rosie Nash
Chapter 9. Imagined Futures: Keeping Kids Engaged in School; Anne Coffey, Leigh Sinclair, and Shane Lavery
Chapter 10. Applying a Pedagogical Model for Adventure Education in Physical Education Programs; Graham French, Nalda Wainwright, and Andy Williams
Section 4. A Focus on Teacher Well-Being and Classroom Practice
Chapter 11. Middle Grades Teachers and Well-Being: An Overview of Social and Emotional Learning Programs for Teachers; Kathryn G. Polley
Chapter 12. Digital Media Practices to Support Middle Grade Students’ Health and Well-Being; Janene Sproul
Chapter 13. Promoting Staff Well-Being: Small Changes Can Make a Difference; Katherine Main and Anne Coffey
Chapter 14. Health and Well-Being in the Middle Grades: Current Practices in Schools; Susan Whatman and Katherine Main