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Journal articles on the topic 'Whole school approach'

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Published: 4 June 2021
Last updated: 31 January 2023

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1

Insoo Oh. "School Counselor's Whole-school Approach to School Bullying." Korea Journal of Counseling 11, no. 1 (March 2010): 303–16. http://dx.doi.org/10.15703/kjc.11.1.201003.303.

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2

Nabuzoka, Dabie. "Bullying. A Whole-School Approach." Child and Adolescent Mental Health 9, no. 2 (May 2004): 94–95. http://dx.doi.org/10.1111/j.1475-3588.2004.088_10.x.

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3

Venter, Elza. "Bullying: A Whole School Approach." Journal of Social Sciences 35, no. 3 (June 2013): 241–49. http://dx.doi.org/10.1080/09718923.2013.11893163.

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4

Dyson, Alan, Alan Millward, and David Skidmore. "Beyond the Whole School Approach." European Education 27, no. 2 (July 1995): 6–28. http://dx.doi.org/10.2753/eue1056-493427026.

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5

Neely, Eva, Mat Walton, and Christine Stephens. "Food practices and school connectedness: a whole-school approach." Health Education 116, no. 3 (April 4, 2016): 320–40. http://dx.doi.org/10.1108/he-11-2014-0095.

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Purpose – The health-promoting schools (HPSs) framework has emerged as a promising model for promoting school connectedness in the school setting. The purpose of this paper is to explore the potential for food practices to promote school connectedness within a HPSs framework. Design/methodology/approach – This study explores food practices within a New Zealand secondary school by using an ethnographic methodology, with interviews and observations, to explore in-depth the range of food practices that occurred within the school across a whole school year. Thematically the data were ready for school connectedness indicators across the recorded events, and categorically the practices were coded according to their level of occurrence within the HPS framework. Findings – The findings showed that food practices occurred across class- and school-level organisation, ethos, environment, and community partnerships, and indicated that they may be valuable assets for a HPS approach to school connectedness. By integrating the findings of the present study with previous literature the authors suggest a HPS framework for promoting school connectedness through food practices. Originality/value – This paper contributes to the emerging research on whole-school approaches to building school connectedness, and provides a first contribution on the value of food practices for school connectedness.
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Olson, Timothy, Callie Hegbloom, and Cate A. Egan. "Whole School Approach: Connecting Schools to Community Resources to Enhance School Health." Journal of Physical Education, Recreation & Dance 92, no. 3 (March 24, 2021): 5–12. http://dx.doi.org/10.1080/07303084.2020.1866721.

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Foster, Pat, Tiny Arora, and David Thompson. "A Whole-school Approach to Bullying." Pastoral Care in Education 8, no. 3 (September 1990): 13–17. http://dx.doi.org/10.1080/02643949009470710.

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8

Heinrichs, Rebekah R. "A Whole-School Approach to Pullying." Intervention in School and Clinic 38, no. 4 (March 2003): 195–204. http://dx.doi.org/10.1177/105345120303800401.

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9

Thomas, Gary, and Barry Jackson. "The Whole-School Approach to Integration." British Journal of Special Education 13, no. 1 (May 31, 2007): 27–29. http://dx.doi.org/10.1111/j.1467-8578.1986.tb00642.x.

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10

Galloway, David. "INSET and the Whole-School Approach." British Journal of Special Education 15, no. 4 (May 31, 2007): 173–75. http://dx.doi.org/10.1111/j.1467-8578.1988.tb00754.x.

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11

Goddard, Charlotte. "Whole-school approach brings down bullying." Children and Young People Now 2021, no. 4 (April 2, 2021): 52–53. http://dx.doi.org/10.12968/cypn.2021.4.52.

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12

Geiser, Kristin, and Christina O'Guinn. "Envisioning and Implementing a Whole-School Youth Development Approach." Journal of Youth Development 5, no. 3 (September 1, 2010): 10—Apr. http://dx.doi.org/10.5195/jyd.2010.205.

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Middle schools have the opportunity to positively impact the full development of young adolescents. Yet, initiatives that promote schools’ rigorous attention to specific academic outcomes can make it difficult to attend to other important and interconnected domains of adolescent development. How might middle schools intentionally situate academics within the broader frame of youth development? Youth in the Middle (YiM), a partnership between John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University and Kennedy Middle School in Redwood City, California, has pursued four areas of work that are central to developing a whole-school youth development approach. This article describes these work areas and offers preliminary evidence of progress.
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13

Richard, Jacques F., Barry H. Schneider, and Pascal Mallet. "Revisiting the whole-school approach to bullying: Really looking at the whole school." School Psychology International 33, no. 3 (August 2011): 263–84. http://dx.doi.org/10.1177/0143034311415906.

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14

Wyn, Johanna, Helen Cahill, Roger Holdsworth, Louise Rowling, and Shirley Carson. "MindMatters, a Whole-School Approach Promoting Mental Health and Wellbeing." Australian & New Zealand Journal of Psychiatry 34, no. 4 (August 2000): 594–601. http://dx.doi.org/10.1080/j.1440-1614.2000.00748.x.

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Objective: MindMatters is an innovative, national mental health promotion program which provides a framework for mental health promotion in Australian schools. Its objectives are to facilitate exemplary practice in the promotion of whole-school approaches to mental health promotion; develop mental health education resources, curriculum and professional development programs which are appropriate to a wide range of schools, students and learning areas; trial guidelines on mental health and suicide prevention and to encourage the development of partnerships between schools, parents, and community support agencies to promote the mental wellbeing of young people. Method: A team of academics and health education professionals, supported by a reference group of mental health experts, developed MindMatters. The program was piloted in 24 secondary schools, drawn from all educational systems and each State and Territory in Australia. The pilot program was amended and prepared for dissemination nationally. Results: The program provides a framework for mental health promotion in widely differing school settings. The teacher professional development dimension of the program is central to enhancing the role of schools in broad population mental health promotion. Conclusions: Promoting the mental health and wellbeing of all young people is a vital part of the core business of teachers by creating a supportive school environment that is conducive to learning. Teachers need to be comfortable and confident in promoting and teaching for mental health. Specific, targeted interventions, provided within a whole-school framework, address the needs of the minority of students who require additional support.
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15

Tamburrini, Joan, and John Bastiani. "Working with Parents. A Whole-School Approach." British Journal of Educational Studies 38, no. 3 (August 1990): 299. http://dx.doi.org/10.2307/3121434.

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16

Collett, Tracey, Sally Hanks, Helen Watson, and Tony Davies. "Collecting student feedback: a whole-school approach." Medical Education 51, no. 5 (April 10, 2017): 547–48. http://dx.doi.org/10.1111/medu.13303.

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17

Atkinson, John. "Responding to Elton: a whole school approach." Support for Learning 4, no. 4 (November 1989): 242–48. http://dx.doi.org/10.1111/j.1467-9604.1989.tb00375.x.

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18

Messiou, Kiki. "Inclusion: developing an effective whole school approach." European Journal of Special Needs Education 25, no. 3 (August 2010): 313–15. http://dx.doi.org/10.1080/08856257.2010.493035.

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19

Rowe, Fiona, Donald Stewart, and Shawn Somerset. "Nutrition education: towards a whole‐school approach." Health Education 110, no. 3 (April 20, 2010): 197–208. http://dx.doi.org/10.1108/09654281011038868.

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20

Loughrey, Anita. "Tackling childhood obesity: The whole-school approach." British Journal of School Nursing 4, no. 3 (April 10, 2009): 147–48. http://dx.doi.org/10.12968/bjsn.2009.4.3.41738.

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21

Robinson, Gloria. "A Whole School Approach to Career Education." Australian Journal of Career Development 6, no. 1 (April 1997): 3–7. http://dx.doi.org/10.1177/103841629700600102.

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Who is responsible for career education? Why teach it anyway? This case study explores these questions as it describes a mapping process used to ascertain the extent of career education in a North Queensland school.
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22

Whybra, Julian. "Exceptionally Able Children: A Whole School Approach." Gifted Education International 8, no. 2 (May 1992): 86–92. http://dx.doi.org/10.1177/026142949200800205.

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Julian Whybra first suggests three broad categories of exceptional children: those gifted across a wide range of skills and subjects; those who excel in a specific subject area; and those who have gifts that lie outside the normal school curriculum. He discusses the needs of exceptional pupils under two broad headings of recognition and understanding of emotional, social and intellectual needs. The author outlines several approaches to identification and provision for exceptionally able pupils in Essex, U.K. He suggests a multi-dimensional approach to procedures for identification with an emphasis on inclusion rather than exclusion of pupils. He suggests an equally global approach to provision, advocating a whole-school approach with a number of well-argued and practical procedures for implementation. The article includes a “mind-map” which could be usefully adopted by any school wishing to analyse and evaluate its provision for very able learners. A list of resource centres is also provided.
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23

Hayes, Derren. "London primary's whole-school approach to sustainability." Children and Young People Now 2022, no. 1 (January 2, 2022): 36. http://dx.doi.org/10.12968/cypn.2022.1.36.

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24

McNicol, Stephanie, and Laurence Reilly. "Applying nurture as a whole school approach." Educational and Child Psychology 35, no. 3 (December 2018): 44–63. http://dx.doi.org/10.53841/bpsecp.2018.35.3.44.

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AimsApplying Nurture as a Whole School Approach (ANWSA) (Education Scotland, 2016a), supports practitioners to evaluate the implementation of whole establishment nurture. Closing the poverty related attainment gap is a central aim of Scottish Government policy. Educational Psychologists (EPs) with their expertise in health, wellbeing and attainment are key to progressing this goal.MethodThis initiative took place in a primary school within Inverclyde authority utilising the change methodologies of Implementation Science (IS) and collaborative action research. Impact data regarding Nurture Principle 4 (NP4), ‘Language is a vital means of communication’, was gathered collaboratively using mixed methods to triangulate and synthesise findings.FindingsData highlighted that a focus should be place on: peer-to-peer classroom coaching regarding applied approaches to nurture, tracking outcomes from restorative meetings, an early years language acquisition programme and a systematic approach to emotion check-in. A fidelity structure was created based on the dissemination of the project in year one, which will increase the initiative transportability into similar contexts.ConclusionPreliminary results indicate the positive impact of nurture interventions on health and wellbeing. Long-term implementation plans include dissemination of all six nurture principles in the school over four years. Data will continue to be gathered linking the gains of the project on academic attainment and wellbeing via a chain of impact.LimitationsCollaborative action research projects involve data being gathered throughout. Impact data synthesised is already showing positive gains in terms of wellbeing, attainment and effective pedagogy. Full implementation of this project will take 4 years; as such finalised data will be available in 2021.
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25

O'Mahoney, Jo. "Book Review: Just Schools: A Whole School Approach to Restorative Justice." International Review of Victimology 12, no. 1 (January 2005): 108–9. http://dx.doi.org/10.1177/026975800501200108.

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26

Scott, Bridget. "Getting to the heart of the matter: Examining the efficacy of a whole-school approach to behaviour management." Kairaranga 6, no. 1 (January 1, 2005): 29–34. http://dx.doi.org/10.54322/kairaranga.v6i1.19.

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This article reviews literature on whole-school approaches to behaviour management in order to address these questions: How is a whole-school approach to behaviour managementdefined in the literature? What are the key principles that make a whole-school approach effective? What are the key systems that make a whole-school approach effective? Is theinvolvement of students an important aspect of a whole-school approach? The review highlights current work on belonging, which shows that a person’s sense of belonging has an impacton their engagement and therefore achievement in a school setting. For a whole-school approach to be effective it must have a positive impact on the engagement of the students.The findings of this review suggest that schools implementing a whole-school approach must first examine the quality of the relationships within their school as these have an impact onstudents’ experiences of belonging. The principles and values about relationships that a school holds will shape the kind of whole-school approach they develop.
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27

VANDEWALLE, MARTYN. "Come Rain or Shine: a whole school approach to Forest School." FORUM 52, no. 1 (2010): 43. http://dx.doi.org/10.2304/forum.2010.52.1.43.

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28

Etherington, Margaret. "A whole school approach to special needs in a middle school." Support for Learning 2, no. 3 (August 1987): 6–9. http://dx.doi.org/10.1111/j.1467-9604.1987.tb00312.x.

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29

Dauenhauer, Brian, and Peter Stoepker. "Physical Education and Physical Activity Within a Whole School, Whole Community, Whole Child Approach." Journal of Physical Education, Recreation & Dance 93, no. 2 (February 12, 2022): 12–19. http://dx.doi.org/10.1080/07303084.2022.2020050.

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30

Butt, Norman. "Implementing the whole school approach at secondary level." Support for Learning 1, no. 4 (November 1986): 10–15. http://dx.doi.org/10.1111/j.1467-9604.1986.tb00280.x.

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31

Ravenscroft, Tom. "Building a whole-school approach to essential skills." SecEd 2018, no. 21 (July 5, 2018): 14. http://dx.doi.org/10.12968/sece.2018.21.14.

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32

Lester, Leanne, Carmel Cefai, Valeria Cavioni, Amy Barnes, and Donna Cross. "A Whole-School Approach to Promoting Staff Wellbeing." Australian Journal of Teacher Education 45, no. 2 (February 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n2.1.

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33

Colabianchi, Natalie, Jamie L. Griffin, Sandy J. Slater, Patrick M. O’Malley, and Lloyd D. Johnston. "The Whole-of-School Approach to Physical Activity." American Journal of Preventive Medicine 49, no. 3 (September 2015): 387–94. http://dx.doi.org/10.1016/j.amepre.2015.02.012.

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34

Bennett, Peter Lloyd, and Richard Gamman. "Whole school behaviour policy reviews and projects." Educational and Child Psychology 17, no. 1 (2000): 20–32. http://dx.doi.org/10.53841/bpsecp.2000.17.1.20.

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Whole school behaviour policy reviews and projects were carried out by educational psychologists in four primary schools. The purpose of the behaviour projects was to help generate a defensible behaviour policy and to investigate the possible gap between policy and practice by taking an ecosystemic approach to children’s behaviour. The projects contained three phases: joint review of the school behaviour policy; gathering data through observations, interviews and questionnaires; feedback and evaluation. The project reported contains details which provide a representative example of all the school projects carried out.
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35

Glazzard, Jonathan. "A whole-school approach to supporting children and young people’s mental health." Journal of Public Mental Health 18, no. 4 (December 5, 2019): 256–65. http://dx.doi.org/10.1108/jpmh-10-2018-0074.

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Purpose Supporting the mental health of children and young people is a global priority. The issue is not specific to England. However, evidence suggests that one in ten children and young people in England has a mental health need. This represents approximately three students in every classroom. The purpose of this paper is to highlight the role of schools in supporting children and young people’s mental health. Whilst the paper acknowledges that teachers are not trained health professionals, it is argued that a whole-school approach to mental health can support individuals in schools to remain mentally healthy. The elements of a whole-school approach are identified and discussed and some of the challenges in relation to implementation are considered. Critical to the development of a whole-school approach is the commitment from the school leadership team to promoting student and staff wellbeing. Design/methodology/approach This is a policy paper not an empirical study. Findings This paper has outlined the policy context in the UK in relation to children and young people’s mental health. It has addressed the risk and protective factors which can cause or mitigate against mental ill health and it has outlined the elements of a whole-school approach to mental health. Originality/value This paper explores the contribution that schools can make to supporting students’ mental health. There is limited research which addresses mental health in young people from a non-therapeutic angle.
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36

Cefai, Carmel, Paul Cooper, and Ray Vella. "A whole-school approach to positive behaviour in a girls' secondary school." International Journal of Inclusive Education 17, no. 7 (July 2013): 700–713. http://dx.doi.org/10.1080/13603116.2012.708362.

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37

Markham, Wolfgang A., Chris Bonell, Adam Fletcher, and Paul Aveyard. "How can schools help to reduce the harm associated with teenage substance use? Development of a theoretically driven whole-school approach." Drugs and Alcohol Today 17, no. 1 (March 6, 2017): 1–11. http://dx.doi.org/10.1108/dat-11-2016-0028.

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Purpose Substance use prevalence varies considerably between schools, but to date, whole school approaches for reducing substance use have only been moderately effective. The purpose of this paper is to develop a novel multifaceted whole-school approach to reduce substance use primarily among teenagers aged 11-14 years. Design/methodology/approach The outlined approach is premised on the proposal that schools can reduce the harms associated with substance use by promoting school connectedness and improving the school-related experiences of weakly connected and disconnected students. The aim of this approach is to develop students’ autonomy so that they may act in their real and long-term interests. This may be attained by promoting the realisation of essential human capacities for: practical reasoning – through valued opportunities for cognitive development and affiliation – through valued opportunities for affective development that advance students sense of acceptance within school. Schools may achieve this, it is proposed, by providing outlined forms of appropriate formal support and formal control that are augmented by particular features of school organisation, curriculum and pedagogic practice, which are also described. Findings A theoretically driven understanding of a whole school approach for reducing teenage substance use is outlined. Originality/value The outlined approach may usefully inform the development of future whole school interventions aiming to reduce problematic substance use among school students. Additional potential benefits include more successful student life trajectories.
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38

Soled, Derek, and Shivangi Goel. "Making a Medical School Class Whole: A Holistic Approach to Student Government." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052093255. http://dx.doi.org/10.1177/2382120520932554.

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Student government has a unique role in medical schools, where it can function to strongly nurture the well-being of a class. Student body representatives have a better understanding of the interests of medical students and the adversity they face. Thus, the student government is in a prime position to make positive change in the lives of their classmates with help from the school administration. This article explores these ideas and is written from the perspective of the co-presidents of the student body at a northeast medical school.
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39

Stephens, Karen. "Book Review: Creating Outstanding Classrooms: A Whole-school Approach." Management in Education 29, no. 4 (October 2015): 186–87. http://dx.doi.org/10.1177/0892020614562513.

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40

Wolfendale, Sheil. "Involving parents in behaviour management: a whole school approach." Support for Learning 1, no. 4 (November 1986): 32–38. http://dx.doi.org/10.1111/j.1467-9604.1986.tb00283.x.

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41

Urbanowicz, Marianne. "Teaching about grief and loss: A whole school approach." Bereavement Care 13, no. 1 (March 1994): 8. http://dx.doi.org/10.1080/02682629408657324.

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42

IMURA, Tomoya, Tazuko AOKI, and Yoichiro NONAKA. "Whole school approach of character education during compulsory education." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 1PM—131–1PM—131. http://dx.doi.org/10.4992/pacjpa.77.0_1pm-131.

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AOKI, Tazuko, Tomoya IMURA, and Yoichiro NONAKA. "Whole school approach of character education during compulsory education." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 2AM—125–2AM—125. http://dx.doi.org/10.4992/pacjpa.77.0_2am-125.

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44

Firdaus, Fery Muhamad. "Upaya Mengatasi Bullying di Sekolah Dasar dengan Mensinergikan Program Sekolah dan Parenting Program melalui Whole-School Approach." DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar 2, no. 2 (November 10, 2019): 49–60. http://dx.doi.org/10.21831/didaktika.v2i2.28098.

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Bullying is one of the phenomena that often arises in the world of education, including education in elementary schools, where this behavior is aggressive behavior that hurts others, both physically and psychologically. This bulliying problem needs to be addressed by schools through school programs that synergize with parenting programs through the whole-school approach. Therefore, there is a need for cooperation between schools, teachers and parents in overcoming this bulliying problem. The efforts that can be done by schools in synergizing school programs with parenting programs through the whole-school approach are as follows: (1) Activating the school committee which is a representative of the students' parents to design and implement collaboratively about the agreed school programs together, so regular meetings must be held. (2) Conducting a model teacher activity, where the teacher's representative simulates the learning process that is normally carried out so that parents can adjust teaching at home with at school. (3) Carry out activities between the school parties, students and parents of students so that there is a good relationship between various parties such as tourism activities, outbound and others.
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45

Teutsch, Friedrich, and Lisa Gugglberger. "Analysis of whole-school policy changes in Austrian schools." Health Promotion International 35, no. 2 (February 21, 2019): 331–39. http://dx.doi.org/10.1093/heapro/daz006.

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Abstract Health Policies with school-wide effects have been shown to improve the health of students and school staff, but in practice, schools struggle with this approach. Ten Austrian schools which had recently adopted new time structure policies were investigated: On the basis of 19 interviews with school staff, we used thematic analysis to identify facilitating and hindering factors for the implementation processes. Furthermore, agency analysis was applied, in which the interviewees’ use of language was interpreted to estimate their perception of their own agency in the context of policy change. We found that in schools where policy changes were perceived as successfully implemented, staff was convinced of the benefits. In these schools, time structures were understood to directly influence learning and teaching processes and staff members showed a strong feeling of agency. On the other hand, schools were confronted with hindering factors similar to those known from the implementation of other health policies. The results are discussed in the light of current implementation practices, and conclusions for practitioners are drawn.
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46

Hill, Peter W., and Carmel A. Crevola. "Key Features of a whole‐school, design approach to literacy teaching in schools." Australian Journal of Learning Disabilities 4, no. 3 (September 1999): 5–11. http://dx.doi.org/10.1080/19404159909546595.

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47

Tibbitts, Byron, Kathryn Willis, Tom Reid, Simon J. Sebire, Rona Campbell, Ruth R. Kipping, Rebecca Kandiyali, and Russell Jago. "Considerations for Individual-Level Versus Whole-School Physical Activity Interventions: Stakeholder Perspectives." International Journal of Environmental Research and Public Health 18, no. 14 (July 18, 2021): 7628. http://dx.doi.org/10.3390/ijerph18147628.

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Strategies to address declining physical activity levels among children and adolescents have focused on ‘individual-level’ approaches which often fail to demonstrate impact. Recent attention has been on an alternative ‘whole-school’ approach to increasing physical activity that involves promoting physical activity throughout all aspects of the school environment. There is, however, a lack of evidence on how whole-school physical activity approaches could be implemented in the UK. This qualitative study explored perspectives of key stakeholders on potential reasons for the lack of impact of individual-level school-based interventions on children’s physical activity, and key considerations for adopting a whole-school approach. Nineteen semi-structured interviews were conducted with a range of stakeholders involved in the implementation of physical activity programmes in UK schools. Data were analysed using an inductive approach. Respondents suggested that individual-level school-based interventions to increase physical activity often failed to consult end users in the design and were typically implemented in environments unsupportive of long-term change. They subsequently outlined specific barriers and key facilitators for the adoption and implementation of whole-school approaches in UK settings and recommended a shift in research foci towards building an evidence base around educational outcomes and whole-school implementation insights.
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48

Moreno, Juan Manuel, and Juan Carlos Torrego. "FOSTERING PRO SOCIAL BEHAVIOUR IN THE SPANISH SCHOOL SYSTEM: A WHOLE SCHOOL APPROACH." Emotional and Behavioural Difficulties 4, no. 2 (June 1999): 23–31. http://dx.doi.org/10.1080/1363275990040204.

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49

Hunt, Pete, Lisa Barrios, Susan K. Telljohann, and Donna Mazyck. "A Whole School Approach: Collaborative Development of School Health Policies, Processes, and Practices." Journal of School Health 85, no. 11 (October 6, 2015): 802–9. http://dx.doi.org/10.1111/josh.12305.

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50

de Jong, Terry, and Helen Kerr-Roubicek. "Towards a Whole School Approach to Pastoral Care: A Proposed Framework of Principles and Practices." Australian Journal of Guidance and Counselling 17, no. 1 (July 1, 2007): 1–12. http://dx.doi.org/10.1375/ajgc.17.1.1.

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AbstractPastoral care in schools has traditionally been associated with notions of help, advice, values development, and children's moral welfare. In the past it has been viewed predominantly as a separate set of extra-curricula activities offered to students by school staff with particular support roles, or ‘pastors’ from affiliated church or religious communities. In some Australian schools and education sectors pastoral care continues to be conceptualised in this way. However, over the past two decades interest has intensified in a ‘whole school approach’ to pastoral care that supports the holistic development of students as they learn. What has influenced this change of direction? What are some of the key challenges encountered when implementing this approach? How might we define ‘a whole school approach’ to pastoral care? What are the core principles and associated school practices of this approach to pastoral care? We attempt to address these questions in this paper. In doing so, we have drawn on the MindMatters Plus Demonstration Project and constructed a ‘whole school’ framework for pastoral care. We emphasise the importance of distributed leadership in our framework, where all staff and students alike are responsible for developing an ethos of care. This is a ‘work-in-progress’. We invite feedback on our proposal.
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