La Santé Mentale
Encourager des débats ouverts dans
notre communauté
Les Liens
Développer une société active
et saine pour la vie.
Le bien-être est une composante essentielle pour la réussite de l’enseignement et de l’apprentissage. Nous nous efforçons d’en être l’exemple par l’intermédiaire de L’EPS pour nos étudiants et nos athlètes, afin de les aider, ainsi que nous, à réaliser pleinement notre porentiel humain. Prenez-vous soin de votre PROPRE santé mentale? Vérifiez cette liste de contrôle :
Les enseignants qui ont un niveau de bien-être élevé :
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Ont des relations l’intérieur et à l’extérieur de la classe et de l’école
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Sont sensibles, flexible et empathiques
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Ont un sentiment positif d’autonomie et d’estime de soi
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Sont préventif/proactif lorsqu’ils s’engagent dans de nouvelles initiatives
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Ont des compétences bien développées en matière de recherche de solutions
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Ont un sens, un but et des objectifs futurs
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Ont de bonnes aptitudes émotionnelles de communication et de ténacité
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Font partie d’un environnement professionnel attentionné, inclusif et respectueux (Carney, 2015, p.178)
Recherche
Ressources en ligne
Teacher Stress Related to Student Mental Health Promotion: the Match Between Perceived Demands and Competence to Help Students with Mental Health Problems
Stine Ekornes
The results suggest that teacher stress emerges chiefly from a mismatch between feeling responsible for and being able to help students with mental health problems. The data also point to the impact of time constraints in school context. Finally, the findings reveal significantly higher levels of perceived responsibility and negative emotions amongst female teachers, and significantly lower levels of perceived responsibility amongst teachers at higher grades.
You are not alone.
Teachers across the country reportedly feeling overworked, stressed and anxious about their safety and the safety of students.
A compassion framework: the role of compassion in schools in promoting well-being and supporting the social and emotional development of children and young people
Ammar Al Ghabban
Our current social and political context is awash with pronouncements about the growing number of children and young people with mental health issues. This paper explores how school culture that is founded upon a compassion framework is well placed to support the promotion of pupils’ mental health and well-being.
Supporting students’ mental health in schools: what do teachers want and need?
Lucas Shelemy, Kate Harvey& Polly Waite
In a survey of teachers, 99% considered acknowledging and managing their students’ mental health needs to be part of their role (Roeser and Midgley 1997). In many studies, teachers have described mental health education (Graham et al. 2011) or the management of mental health problems in the classroom as being very important (Walter, Gouze, and Lim 2006). Many teachers acknowledge their ability to identify mental health problems in the classroom (Rothì, Leavey, and Best 2008) and the link between academic and emotional health outcomes (Kidger et al. 2009). Similarly, the majority of teachers believe that schools should be a place where mental health issues are addressed (Reinke et al. 2011).
