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Student Wellbeing At Junior-Cycle Level: Teachers’ Perceptions Of Relevant Policies And Curricula, David Byrne, Aiden Carthy, Sinead Mcgilloway
Student Wellbeing At Junior-Cycle Level: Teachers’ Perceptions Of Relevant Policies And Curricula, David Byrne, Aiden Carthy, Sinead Mcgilloway
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Research has demonstrated that initiatives aimed at promoting the development of social and emotional wellbeing in second-level students can help to insulate students against the many factors that may otherwise result in negative affect [1].
In 2017, the National Council for Curriculum and Assessment (NCCA) published new wellbeing guidelines which mandate all Irish post-primary schools to allocate 300 hours of junior-cycle instruction to the promotion of students’ social and emotional wellbeing. While much is understood about the potential benefits of such programmes [2], little is known within an Irish context about the attitudes and views of educators in this regard. …
An Examination Of Factors Influencing Emotional And Social Wellbeing In Irish Junior-Cycle Students, David Byrne
An Examination Of Factors Influencing Emotional And Social Wellbeing In Irish Junior-Cycle Students, David Byrne
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A review of the literature identifies that Irish second-level students are at significant risk of experiencing negative affect in their academic lives. Previous research has demonstrated that initiatives aimed at promoting the development of emotional and social wellbeing in such students can produce positive outcomes such as higher academic achievement, improved self-efficacy and reduced attrition[1][2].
The National Council for Curriculum and Assessment (NCCA) have recently published wellbeing guidelines which will mandate all Irish secondary schools to allocate 300 hours of junior-cycle instruction to the promotion of students’ social and emotional wellbeing from September 2018. While much is understood globally about …