Supporting Students' Mental Health and Emotional Well-Being in Inclusive Classrooms

View Sample PDF

Author(s): Dustin Graham (York University, Canada), Isabel Killoran (York University, Canada)and Gillian Parekh (Ontario Institute for Studies in Education, Canada)
Copyright: 2017
Pages: 31
Source title: Gaming and Technology Addiction: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0778-9.ch029

Keywords: Human Aspects of Technology / Information Science Reference / Psychology / Social Sciences & Humanities

Purchase

View Supporting Students' Mental Health and Emotional Well-Being in Inclusive Classrooms on the publisher's website for pricing and purchasing information.

Abstract

Many governments, organizations, and school boards have recently committed to focusing their attention on children's Mental Health and Emotional Well-being (MHEW) (e.g., Kidger, Gunnell, Biddle, Campbell, & Donovan, 2010; Mental Health Commission of Canada, 2013; Ontario Ministry of Education, 2013b). Although often left out of the conversation, teachers play a critical role in supporting and fostering children's MHEW. The purpose of this chapter is threefold: (1) to introduce educators to a critical mental health literacy (CMHL) approach, (2) to identify the teacher's role in supporting MHEW in inclusive classrooms, and (3) to support educators in their efforts to provide inclusive classrooms that accommodate all needs, including MHEW, through the introduction of mindfulness and critical media literacy.

The IRMA Community

Research IRM

Supporting Students' Mental Health and Emotional Well-Being in Inclusive Classrooms

Purchase

Abstract

Related Content

IRMA Sponsors