08. Health and Wellbeing Education
Paper
Developing School Teachers’ Experiences of Wellbeing: An Actor Network Analysis
David Cashman, Wesley O'Brien, Fiona Chambers
University College Cork, Ireland
Presenting Author: Cashman, David
This research paper is stage 2 of a PhD study concerned with the design, implementation and evaluation of a systems informed model of positive education for developing Irish primary schools. The conceptual framework will be informed by data collected from multiple stakeholders involved in developing schools and includes the perspectives of principals, teachers, students and parents.
Wellbeing in school starts with the staff. They are in the front line of the work and it is hard for them to be genuinely motivated to promote emotional and social wellbeing of others if they feel uncared for and burnt out themselves (Weare 2015 as cited by NCCA 2017, p. 29). Despite this, Sharrocks (2014), noted that is a dearth of research which focuses upon teacher wellbeing.
Research by the Morgan and Nic Chraith (2015), noted that the vast majority of teachers took the view that teaching has become more stressful in the previous five years and over 93% of respondents thought that the work had become more demanding. Factors that contributed to this increase in stress included the greater need for documentation and school improvement plans, the demand on schools to solve problems of concern in society. This was considered an important influence in making teaching more challenging and stressful. As a result, catering for individual differences was also significant as was the number of children with behaviour difficulties in classrooms. Teacher wellbeing has subsequently suffered following the gloab pandemic with Burke and Dempsey (2021) noting that seven out of 10 of teachers reported feeling more stress and six out of 10 reported a decline in wellbeing during the first six months of the pandemic.
As a result, the purpose of this study is to unravel the experience of wellbeing of teachers in developing schools (*a developing school in this study is a school that has been set up since 2013), using Actor Network Theory (ANT). ANT posits that ideas, practices and ‘facts’ are effects of heterogeneous webs of relations between actors, or ‘assemblages’, a notion similar to Deleuze’s ‘agencement’ (Law, 2008). ANT is used in this research to identify how practices, assemblages, and webs of relationships human and non-human things impact on the wellbeing of new school principals. Furthermore, ANT is used to identify ‘problematisations’ or challenges to teacher wellbeing in developing schools.
Consequently, the key research questions of this research are:
- What does wellbeing mean to developing school teachers from the perspective of both school wellbeing and personal wellbeing?
- How do professional and personal relationships impact on teacher wellbeing in developing schools?
- What wellbeing structures or supports are available to teachers in developing schools.
- What wellbeing practices are in operation in developing schools?
- What links exist between wellbeing and the ingrained structures within the education system?
- What are the challenges or concerns that teachers experience and the ‘things’ or actors that enable or hinder wellbeing?
Methodology, Methods, Research Instruments or Sources UsedA series of 4 focus group interviews, lasting approximately 45 minutes, were conducted in February 2022, with developing (new) school teachers (n=22) online via Microsoft Teams. Participating school teachers worked across a diverse range of communities in Ireland, and included Newly Qualified Teachers, (NQTs) and experienced teachers. Qualitative data from focus groups were transcribed and emergent themes were identified using ANT. In order to understand how social actions shape wellbeing, this research adopted a number of phases as a roadmap. The phases listed below (adapted from McBride, 2000) outline the precise research methodology applied in this study.
• Identify the actors: Comprise of human or non-human actors which influence or become influenced by other actor’s policies and practices.
• Investigate the actors: Understanding the character of the stakeholders through interviews with network representatives, accessing documentation, understanding their attitudes, interactions, interests, etc.
• Identify actor interactions (‘Follow the Actors): Tracing interactions between stakeholders to explore the level of influence between stakeholders (e.g. trust and control).
• Construct an actor network model: Construct an actor-network model to determine for example, the networks complexity, cohesion, strength, and influence. Examine irreversibility: Determine to what degree it is difficult to make a change, e.g. through understanding the culture and the nature of acceptance in the network.
• Source of inhibitors and enablers: Determine who enables and inhibits actions to shape wellbeing and the network under investigation, e.g. wellbeing attitudes, resistance, or network infrastructure.
• Tracing actions: Identify what activities led to the alignment of the actor network, for example, training.
• Reporting on the actor-network: Report on the overall nature of the network and explain how social actions shapes wellbeing within the network.
This process allowed for themes, or as Latour (2005) would refer to as problematisations to initially emerge from the data and in turn, for the theoretical concepts to shape the themes.
Conclusions, Expected Outcomes or FindingsOur study highlighted a number of enablers and inhibitors to wellbeing for teachers in developing schools.
Relationships were the largest enabler of wellbeing of those interviewed. Schools with formal mentoring for new teachers noted higher wellbeing outcomes. All respondents acknowledged how leadership in developing schools played a positive role in the development of a culture of wellbeing. Concern was noted by teachers interviewed for school leaders in developing schools for the lack of support afforded to them. The culture of developing schools was critical in the development of wellbeing. Respondents maintained that school culture had a higher impact on wellbeing than any individual or commercial wellbeing programmes. In terms of inhibitors, the physical environment was a key concern for teachers. Many developing schools are in temporary accommodation in substandard buildings which diminishes both a teachers sense of worth and sense of belonging in a school. Special Education Resources had a profound effect on the wellbeing of developing school teachers. There was also huge stress and occupational guilt associated with trying to meet the needs of children with complex educational needs that are not receiving specialist services like occupational therapy and speech and language therapy through the community system.
In terms of tangible supports a number of recommendations have emerged. Formal mentoring/coaching as well as an introductory guidance document to support new teachers in developing schools was noted to be beneficial to wellbeing. Some teachers spoke of how clinical supervision was in place which also benefited staff wellbeing. All teachers interviewed agreed the role of teaching principal hindered wellbeing and needs to be overhauled. Likewise, developing schools should not be opened without the provision of adequate accommodation and adequate teaching allocations.
ReferencesBurke, J. and Dempsey, M. (2020), Covid-19 Practice in Primary Schools in Ireland Report, Maynooth University Department of Education, available at: https://www.into.ie/app/uploads/2020/04/ Covid-19-Practice-in-Primary-Schools-Report-1.pdf.
Deleuze, G. and Guattari, F. (1988). A Thousand Plateaus. London: Athlone.
Dempsey, M. and Burke, J. (2020), Covid-19 Practice in Primary Schools in Ireland Report: A Two Month Follow-Up, Maynooth University Department of Education, available at: http://mural. maynoothuniversity.ie/13001/.
Department of Education and Skills (2019), “Wellbeing policy statement and framework for practice”, available at: https://www.education.ie/en/Publications/Policy-Reports/wellbeing- policy- statement-and-framework-for-practice-2018%E2%80%932023.pdf.
Devenney, R. and O’Toole, C. (2021), “What kind of education system are we offering’: the views of education professionals on school refusal”, International Journal of Educational Psychology, Vol. 10 No. 1, pp. 27-47, ISSN 2014-3591.
Ereaut, G., & Whiting, R. (2008). What do we mean by 'wellbeing' and why might it matter? London: Department for Children, Schools and Families.
Hargreaves, A. and Fullan, M. (2020), “Professional capital after the pandemic: revisiting and revising classic understandings of teachers’ work”, Journal of Professional Capital and Community, Vol. 5 Nos 3/4, pp. 327-336.
Harris, A. and Jones, M. (2020), “Covid 19 – school leadership in disruptive times”, School Leadership and Management, Vol. 40 No. 4, pp. 243-247.
Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Harvard: Harvard University Press.
Latour, B. (2005) Reassembling the Social. Oxford: Oxford University Press.
Law, John. (2009). Actor-network theory and material semiotics. In: Turner, Bryan (ed.) The new Blackwell companion to social theory. Oxford: Blackwell, pp. 141–58.
Lawrence, N. (2020), Supervision in Education – Healthier Schools for All Barnardo’s Scotland Report on the Use of Professional or Reflective Supervision in Education, Barnardo’s Scotland, available at: https://www.barnardos.org.uk/sites/default/files/uploads/Supervision%20in%20Education %20-%20Healthier%20Schools%20For%20All%20-%20Main%20report_0.pdf.
McBride, N. (2000). Using actor-network theory to predict the organizational success of a communications network. Leicester, UK: De Montfort University.
Morgan, M. & Nic Craith, D. (2015). Workload, Stress and Resilience of Primary Teachers: Report of a Survey of INTO members. Dublin: INTO.
O’Toole, C., and V. Simovska. (2021). “Same Storm, Different Boats! The Impact of COVID-19 on School Wellbeing.” Health Education. Special Issue
OECD (2020), Education at a Glance, OECD, Paris.
Sharrocks, L. (2014). School staff perceptions of well-being and experience of an intervention to promote well-being. Educational Psychology in Practice, 30(1), 19–36. https://doi.org/10.1080/02667363.2013.868787
Weare, K. (2015). What works in promoting social and emotional well-being and responding to mental health problems in schools?: Advice for schools and framework document.
08. Health and Wellbeing Education
Paper
Creating a Healthy Workplace Together – Understanding Participative Processes of Organizational Health Interventions in Schools
Laura Koch, Anita Sandmeier
Schwyz University of Teacher Education, Switzerland
Presenting Author: Koch, Laura
Teachers are among the occupations most affected by work-related stress (Aloe et al., 2014). About a third of teachers in Switzerland report feeling stressed at work on a daily basis (Kunz Heim et al., 2014). Chronic stress can in turn result in employees being unable to work due to physical or mental health issues (Bödeker, 2000), leaving the profession in search of other career options, or retiring early (Carver-Thomas & Darling-Hammond, 2017). Worldwide, schools are struggling with staff shortages as increasing numbers of teachers are leaving the classroom due to challenging working conditions (Goldhaber & Theobald, 2022). Hence, there is an urgent need for effective organizational health interventions (OHI) in the education sector. The proposed project explores how OHIs are designed in schools with a focus on participation.
The study is based on the Job Demands-Resources Model (JD-R) (Bakker & Demerouti, 2014), which assumes that job demands, such as time pressure or heavy workload, can trigger a health-impairment process that can result in negative strain (e.g., exhaustion). In contrast, personal and professional resources, like social support or appreciative leadership, have a positive impact on employees´ motivation, work engagement, and consequently mental well-being (Bakker & Demerouti, 2014). A balance between job demands and resources can be achieved by actively redesigning work, which includes strengthening personal and professional resources, fostering motivating work requirements as well as reducing demanding working conditions (Tims et al., 2012). Within the theoretical framework of the JD-R, this process is described as “job crafting”(Wrzesniewski & Dutton, 2001). OHIs make use of this concept by encouraging employees to actively shape their workplace through participatory approaches. Thus, participation in health promotion is understood as "a process which allows employees to exert some influence over their work and the conditions under which they work" (Heller et al., 2004, p. 15).
Past research has shown that a high level of participation can positively influence the effectiveness of health interventions (Schelvis et al., 2016). It has been argued that participation makes employees feel more empowered and in control of the changes affecting their workplace (Nielsen & Christensen, 2021). At the same time, there is evidence showing that participation can sometimes backfire, as the participation process requires considerable resources and consequently lead to an increase in workload and higher stress levels (Schelvis et al., 2016). While there is a broad consensus on the importance of participation in OHIs, it is often not well understood why some participatory interventions fail, while others succeed (Nielsen & Christensen, 2021). Especially in the school context, there is a lack of long-term studies that evaluate the entire process of participatory OHIs (Dadaczynski et al., 2015). Recently, several authors have therefore called for more in-depth investigations that provide a better understanding of “what works for whom in which circumstances”? (Nielsen & Christensen, 2021; Nielsen & Miraglia, 2017; Roodbari et al., 2022). This study, therefore, aims to provide a detailed insight into the quality of participatory processes as well as identify relevant contextual factors which influence the participatory process in OHIs in schools.
The following research questions are guiding the analysis: How does the implementation of the intervention proceed in the different schools (process)? How does the initial situation (context) influence the quality of the process?
Methodology, Methods, Research Instruments or Sources UsedIntervention
The intervention is a well-established program for OHI in Switzerland, which follows a configurable approach that allows to adapt necessary measures to the needs of the individual schools. With the support of school counselors, schools derive and implement measures based on the results of a staff survey. The study examines the first phase of the project. In this phase staff is actively taking part in workshops, where the results of the survey are interpreted, fields of action are identified, and initial measures are deduced.
Study Design and Sample
The present study is part of an extensive project that evaluates the abovementioned health intervention during a period of two years (2022-2024). The study population consists of teaching and non-teaching staff of six schools in Switzerland (N = 450). The evaluation combines the quantitative data of the staff survey with several qualitative methods (document analysis, semi-structured interviews, observation, field notes) to obtain a comprehensive understanding of the intervention and implementation setting as well as the quality of the participation process.
Document analysis
The document analysis provides data on the organizations´ resources, culture, and leadership as well as existing structures that encourage or hinder participation, experience with implementing health promotion programs, and the integration of the intervention in existing school evaluation or health promotion programs.
Qualitative interviews
The semi-structured qualitative interviews were held with leadership personnel. The interviews were recorded after verbal consent was obtained from participants and reflected on several contextual factors concerning the organization itself, the intervention and implementation setting, as well as leadership mental models.
Observation
The observation of workshops was conducted by three researchers, who used a semi-structured observation protocol. The researchers documented the proceedings during the workshop along defined categories.
Field notes & Logbook
Complementary to the observations, additional information about meetings and communication between school counselors and school leadership in the implementation phase was tracked.
Data analysis
The research questions are answered based on an analytical framework and evaluated in a case-comparative design (Yanchar & Williams, 2006). The data will be analyzed using MAXQDA software.
Conclusions, Expected Outcomes or FindingsThe data are currently being analyzed. First preliminary results of the study will be presented at the conference. The presentation will also offer the opportunity to jointly reflect on the methodological procedure.
ReferencesAloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126. https://doi.org/10.1007/s10648-013-9244-0
Bakker, A. B., & Demerouti, E. (2014). Job demands-resources theory. In P.Y. Chen & C.L. Cooper (Hrsg.), Work and wellbeing: Wellbeing, a complete reference guide, Vol. III (S. 37–64). Wiley Blackwell. https://doi.org/10.1002/9781118539415.wbwell019
Bödeker, W. (2000). Effect of occupationally related stress on diagnosis-specific work incapacity. Sozial- und Präventivmedizin, 45(1), 25–34. https://doi.org/10.1007/bf01358996
Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher Turnover: Why it matters and what we can do about it. Learning Policy Institute. https://doi.org/10.54300/454.278
Dadaczynski, K., Paulus, P., Nieskens, B., & Hundeloh, H. (2015). Gesundheit im Kontext von Bildung und Erziehung – Entwicklung, Umsetzung und Herausforderungen der schulischen Gesundheitsförderung in Deutschland. Zeitschrift für Bildungsforschung, 5(2), 197–218. https://doi.org/10.1007/s35834-015-0122-3
Goldhaber, D., & Theobald, R. (2022). Teacher attrition and mobility in the pandemic. Educational Evaluation and Policy Analysis, 01623737221139285. https://doi.org/10.3102/01623737221139285
Heller, F., Pusic, E., Strauss, G., & Wilpert, B. (2004). Organizational participation: Myth and reality. Oxford University Press.
Kunz Heim, D., Sandmeier, A., & Krause, A. (2014). Negative Beanspruchungsfolgen bei Schweizer Lehrpersonen, 32(2), 280-295. https://doi.org/10.25656/01:13872
Nielsen, K., & Christensen, M. (2021). Positive participatory organizational interventions: A multilevel approach for creating healthy workplaces. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.696245
Nielsen, K., & Miraglia, M. (2017). What works for whom in which circumstances? On the need to move yond the ‘what works?’ question in organizational intervention search. Human Relations, 70(1), 40–62. https://doi.org/10.1177/0018726716670226
Roodbari, H., Axtell, C., Nielsen, K., & Sorensen, G. (2022). Organisational interventions to improve employees’ health and wellbeing: A realist synthesis. Applied Psychology: An International Review, 71(3), 1058–1081. https://doi.org/10.1111/apps.12346
Schelvis, R. M. C., Wiezer, N. M., Blatter, B. M., van Genabeek, J. A. G. M., Oude Hengel, K. M., Bohlmeijer, E. T., & van der Beek, A. J. (2016). Evaluating the implementation process of a participatory organizational level occupational health intervention in schools. BMC Public Health, 16(1), 1212. https://doi.org/10.1186/s12889-016-3869-0
Tims, M., Bakker, A. B., & Derks, D. (2012). Development and validation of the job crafting scale. Journal of Vocational Behavior, 80(1), 173–186. https://doi.org/10.1016/j.jvb.2011.05.009
Wrzesniewski, A., & Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work. The Academy of Management Review, 26(2), 179. https://doi.org/10.2307/259118
Yanchar, S.C., & Williams, D.D. (2006). Reconsidering the compatibility thesis and eclecticism: Five proposed guidelines for method use. Educational researcher, 35(9), 3–12.
08. Health and Wellbeing Education
Paper
Teachers’ Views on the Development of Emotional Literacy in School Context: Implications for School Counselling and Wellbeing
Eleni Nikolaou, Panagiotis Stamatis, Afrodite V. Ntouka
University of the Aegean, Greece
Presenting Author: Nikolaou, Eleni;
Stamatis, Panagiotis
Education systems emphasize academic achievements and neglect the development of emotional skills which constitute fundamental life skills. Emotional literacy is intertwined with the socio-emotional development of children. It is associated with emotional wellbeing and positive interpersonal relationships (Alemdar & Anilan, 2021). Steiner & Perry (1997) coined the term emotional literacy. The concept of emotional literacy puts emphasis on emotion perception, emotional understanding and emotion management. Emotion literate children can tolerate frustration and have greater academic achievements. Emotion literacy is linked to wellbeing, school adjustment and prevention of emotional and behavioral difficulties (Joseph, Strain & Ostrosky, 2005). It is a component of wellbeing with multiple benefits for children’s development as it fosters academic achievement and promotes mental health (Francis, Chin-Vella, & Brodrick, 2020). Socio-emotional skills are associated with improved coping with school stressors, increased understanding of consequences of behavior and lower rates of interpersonal violence (Zins & Elias, 2007). In addition, emotional wellbeing can nurture educational equity and social justice. According to Weare (2004), emotional literacy includes the following competencies: self-understanding, understanding the causes of emotions, managing emotions effectively, using information about emotions for problem-solving, understanding social situations and making relationships, as well as effectively communicating and managing relationships appropriately.
Literacy and intelligence have overlapping features and include similar components. Scholars assert that there is no distinction between intelligence and literacy and are used interchangeably (Kliueva & Tsagari, 2018). According to Alemdar & Anilan (2021) the term intelligence implies that it is a capability that it is innate, whereas literacy suggests that it is teachable and can be improved.
Emotional literacy and socio-emotional competence is crucial to be cultivated within school context (Carnwell & Baker, 2007. Nikolaou & Stamatis, 2020). Preschool curriculum should include activities that aim to develop a vocabulary of emotions, expand emotional understanding and teach social skills. Teachers should observe the signs of children’s distress and take into account their emotions. This will lead to children’s wellbeing (Figueroa-Sanchez, 2008. Nikolaou, Stamatis, & Papavasileiou, 2022).
Education should re-envision its goals (Nikolaou & Stamatis, 2022). Education programming should include the development of multiple forms of intelligence and design an educational curriculum for the whole child (Burroughs & Barkauskas, 2017). Socio-emotional learning interventions have been demonstrated that lead to positive outcomes. They ought to be curriculum embedded and to include family and community partnerships. They also nurture a wider school ethos and a healthy school climate. Whole-school approaches, staff training, daily practice of skills and school policy contribute to the effectiveness of socio-emotional learning interventions programming (Wigelsworth, Veritoy, Mason, Qualfer, & Humphrey, 2022). Teachers’ emotional intelligence can contribute to the enhancement of students’ emotional self-awareness and the establishment of meaningful relationships with students (Dolev & Leshem, 2016). It also fosters better class management and improved climate. According to Haddon et al., (2005) emotional literate schools cultivate a sense of emotional safety which is related to relationships that nurture trust, empathy and respect. The quality of the relationships within school community is linked to the sense of connectedness. Therefore, the development of positive relationships is essential to be an important educational goal.
The present research study aims to explore teachers’ views on the characteristics of emotionally literate teachers, their views on the ways that teachers can nurture emotional literacy in schools as well as their views on the obstacles to cultivating emotional literacy among other research questions.
Methodology, Methods, Research Instruments or Sources UsedThe sample of the research was consisted of twenty (20) preschool teachers (all women) who worked in public Nursery schools and Kindergartens in the island of Rhodes, in Greece. The range of age of the participants were 28-60 and their professional experience ranged between 3 and 35 years. A semi-structured interview was used as a data collection tool. The design of the interview was based on the theoretical framework and previous research related to the subject. Content analysis was selected as the main method of the data analysis which is the scientific study of the content of communication. In particular, deductive content analysis was chosen for analyzing interview data. The unit of the analysis was the theme. The research team had initially received all necessary permitions and declarations from the participants about their voluntary participation in the research project. The qualitative method was selected as the aim of the research was to explore in-depth the sample's views and to give prominence to their voices and perspectives. The data were coded according to a pre-defined set of concepts and categories drawn from the relevant literature and previous research. Drawing inferences are founded on the content. The purpose was to describe trents in communication content. Content analysis aims to systematically identifying patterns of units. Two independent researchers read the transcripts of the interviews and coded the data. Then they compared their analysis and reconciled any differences. The two independent researchers have developed the coding scheme. The categories were selected prior to the analysis based upon the theoretical background of emotional literacy. Categories were sought to have mutual exclusivity and exhaustiveness. Despite any methodological limitations the research is condered to have reached into interesting outcomes in regards to the research questions that had been set related to emotional literacy within preschool context.
Conclusions, Expected Outcomes or FindingsThe majority of the teachers of the sample assert that emotional literate teachers are characterized by emotional understanding. They can observe and detect students’ emotions. They recognize them and can emotionally approach students. They also display empathy, seek the causes of students’ emotions and understand their emotional needs. In addition, they can manage their own emotions as well as their students’ emotions. The most effective ways for developing emotional literacy in their students are modeling, discussions with students about feelings in the classroom and the observation of nonverbal communication. Observing students’ reactions and problem solving are also included in teachers’ answers. They contend that teachers should model the appropriate emotional skills and utilize various incidents within and outside classroom for teaching emotional competencies. They can also design activities for teaching emotional skills and employ role-playing, literature and videos as educational material. The obstacles to nurturing emotional literacy are the absence of empathy and limited emotional intelligence, lack of knowledge and skills alongside with lack of cooperation with parents and mental health professionals. Moreover, the goals of curriculum, overload and pressure constitute obstacles to nurturing emotional literacy.
The results of this research study could be utilized in cultivating teachers’ emotional literacy, designing emotional curricula that foster the development of these skills and integrating socio-emotional learning interventions into the curriculum. Schools are considered the ideal places for developing these skills. School counselling can contribute to implementing these interventions within school environment and support all members of school community in consolidating these competencies. Thus, school counselling promotes the mental health and well-being of students. Simultaneously, it can enhance social justice and educational equity by empowering students.
ReferencesAlemdar, M., & Anilan, H. (2022). Reflection of social capital in educational processes: Emotional literacy and emotional labor context. Asia Pacific Education Review, 23(1), 27-43.
Burroughs, M. D., & Barkauskas, N. J. (2017). Educating the whole child: Social-emotional learning and ethics education. Ethics and Education, 12(2), 218-232.
Carnwell, R., & Baker, S. A. (2007). A qualitative evaluation of a project to enhance pupils' emotional literacy through a student assistance programme. Pastoral Care in Education, 25(1), 33-41.
Dolev, N., & Leshem, S. (2016). Teachers’ emotional intelligence: The impact of training. The International Journal of Emotional Education, 8(1), 75-94.
Figueroa-Sánchez, M. (2008). Building emotional literacy: Groundwork to early learning. Childhood Education, 84(5), 301-304.
Francis, J., Chin, T. C., & Vella-Brodrick, D. (2020). Examining Emotional Literacy Development Using a Brief On-Line Positive Psychology Intervention with Primary School Children. International Journal of Environmental Research and Public Health, 17(20), 7612.
Haddon, A., Goodman, H., Park, J., & Crick, R. D. (2005). Evaluating emotional literacy in schools: The development of the school emotional environment for learning survey. Pastoral Care in Education, 23(4), 5-16.
Joseph, G. E., Strain, P. S., & Ostrosky, M. M. (2005). Fostering emotional literacy in young children: labeling emotions. Center on the Social and Emotional Foundations of Early Learning. What Works Brief, 21.
Kliueva, E., & Tsagari, D. (2018). Emotional literacy in EFL classes: The relationship between teachers' trait emotional intelligence level and the use of emotional literacy strategies. System, 78, 38-53.
Nikolaou, E. N., Stamatis, P. J., & Papavasileiou, V. F. (2022a). Students’ views on the psychological well-being of preschool children. Paper presented at International Perspectives in Education (IPiE), Leuven
Nikolaou, E. N., & Stamatis, P. J. (2022b). Preservice preschool teachers’ perspectives on the psychological well-being of preschoolers. Proceedings of the 10th International Conference on Research in Behavioral and Social Sciences, https://www.dpublication.com/proceeding/10th-icrbs#Table-of-Contents
Stamatis, P. J., & Nikolaou, E. N. (2020). Communication and mental health promotion in early childhood education. New York: Nova Publishers
Steiner, C., & Perry, P. (1997). Achieving emotional literacy. Simon & Schuster Audio.
Wigelsworth, M., Humphrey, N., & Lendrum, A. (2012). A national evaluation of the impact of the secondary social and emotional aspects of learning (SEAL) programme. Educational Psychology, 32(2), 213-238.
Zins, J. & Elias, M. (2007). Social and Emotional Learning: Promoting the development of students. Journal of Educational and Psychological Consultation, 17 (2&3), 233-255.
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