出版社：Australian Institutes for Educational Research
摘要：Responding to the social, relational and emotional needs of school students is nowsquarely within the purview of schools, teachers and school support staff. The everydaywork of teachers may involve grappling with student disengagement, especially in regardsto students who have experienced past trauma. It is a problem that presents ongoingchallenges for educators and school policy-makers seeking to work out how to respondto student disengagement through social and emotional learning. This research aims toidentify the skills and knowledge that are foundational to supporting and engagingstudents at educational risk in social and emotional learning. Using a phenomenographicresearch methodology, interviews were conducted with experienced teachers whospecialise in the areas of engagement, behaviour and social-emotional learning. Thisresearch identified nine domains of engagement, and presents these as a conceptualframework that can guide where and how staff in schools can intervene withmodifications that will positively impact students’ lives. The paper outlines a frameworkto help teachers and other school staff to plan and implement a responsive and dynamicapproach to social and emotional learning, which can support improved immediate,short-term and long-term, health and well-being outcomes for students.
