Material didático

PBS-ECEC Guide constitutes a planning tool for educators in early childhood education settings, which includes a practical source of information that supports the creation of a proactive programme-wide and high-quality classroom environment, where Positive Behaviour Support (PBS) is promoted. In particular, the PBS-ECEC Guide proposes practices that will help preschool educators to promote the social and emotional competence of all children and restructure the ECEC environments in order to make them more predictable, positive and safe for preschool children.

The RESILIENT PRESCHOOL Toolkit will include useful information and practical applications for Preschool Teachers in order to teach children how to strengthen their psychological resilience and improve their overall wellbeing. The Toolkit will be based on their needs and will offer a variation of Positive Psychology concepts and PERMA wellbeing model, especially tailored for preschool children. It will consist of a chapter for each of PERMA’s 5 core pillars of wellbeing and happiness: (P)Positive Emotions, (E)Engagement, (R)Relationships, (M) Meaning, (A) Accomplishment.

An attractive Training Package that equips the participating pre-school teachers with skills, strategies and techniques that derive from PERMA evidenced based wellbeing Model and Character Education theories in order to improve their student’s overall wellbeing and school experience.

The Training Package is be divided in 5 core modules:

1. Resilience and mindfulness (self-regulation, mental agility)
2. Character strengths and values
3. Positive emotions (e.g., gratitude, optimism)
4. Positive relationships (e.g., kindness, empathy)
5. Achievement & Self-Esteem

Teacher Guide: https://resilientpreschools.eu/wp-content/uploads/2023/01/IO2_A.2.2.ResilientPreschools_Teachers_Guide_Final_EN.pdf

Curriculum: https://resilientpreschools.eu/wp-content/uploads/2023/01/IO2_A.2.1.ResilientPreschools_Curriculum_Final.pdf

As schools reopen, it is important to prioritise and commit to taking care of your mental health and well-being.

How to ease anxiety and reduce the impact of stress on your health.

Every year, on World Teachers’ Day, we are reminded of the critical role teachers play in achieving inclusive, quality education for all, and helping all students reach their potential.

Transitioning back to in-person classroom learning.

For every child, a healthy mind.

The OECD’s Better Life Index allows you to compare well-being across countries based on 11 topics that the OECD has identified as essential.

This INEE Minimum Standards-aligned Guidance Note is an opportunity to put teacher wellbeing at the center of our response and recovery efforts in conflict and crisis affected settings. Not just because an investment in teachers is an investment in children and adolescents, but because at this moment in history teachers deserve our unparalleled attention as an end unto itself.

This landscape review, which was commissioned by the Education Equity Research Initiative, serves as a first step in filling the evidence gap by building an understanding of teacher well-being in low resource, crisis, and conflict-affected contexts and identifying the individual and contextual factors that may influence well-being.

The Teacher Wellbeing Tools & Resources Mapping maps the existing body of work on teacher wellbeing by collecting existing resources, tools, and policy or advocacy documents that address teacher wellbeing in emergency settings and presenting them in one place. The gap analysis report captures the findings from the resource mapping, and presents a set of 13 key recommendations to guide the next phase of the project where INEE will create new practical guidance and tools that focus on teacher well-being through a social-ecological lens in consultation with teachers themselves.

It is comprised of an Introductory Training Pack and four core modules, developed around a set of 28 teacher competencies that underwent systematic review where it was field-tested in Iraq and Kenya and externally reviewed by a range of EiE specialists. The Training Pack includes a facilitator’s guide, participant handbook and PowerPoint slides for each component of the training.

In 1982 the WHO European Regional Office initiated a European multicenter trial of two different insulin deliverance methods. One of the study objectives was to compare well-being and quality of life in connection with each treatment.

For this purpose a 28-item WHO Well-Being Questionnaire was developed to assess both positive and negative well-being. Further analysis identified ten items in the 28-item WHO questionnaire which belonged to an overall index of positive and negative well-being in a single uni-dimensional scale.

While mental health and psychosocial problems are common in all communities of the world, these problems are much more frequent among people who have faced adversity, such as exposure to a humanitarian crisis. A key element of responding to these problems is a better understanding of needs and resources. WHO and UNHCR receive frequent requests from the field to advise on assessment of mental health and psychosocial issues in humanitarian settings.

The ‘Learning & Wellbeing in Emergencies’ toolkit (LWiE) focuses on building and measuring early foundational literacy skills, alongside social emotional learning, in emergency contexts with a particular focus on community engagement as a key support for children.

Through this series, REPSSI strives to publish high-quality, user-friendly, evidence-based manuals and guidelines, all characterised by subject matter that can be said to address the issue of psychosocial wellbeing. Within the series, different publications are aimed at different levels of audience or user. This audience includes: 1) community workers, 2) a variety of social actors whose work is not explicitly psychosocial in nature, but in which it is felt to be crucial to raise awareness around psychosocial issues, 3) caregivers, parents, youth and children, 4) specialised psychosocial and mental health practitioners. Apart from formal impact assessments, towards further developing the evidence base for our tools and approaches, we welcome user feedback around our materials.

This document develops the use of the Community Based approach to Psychosocial Support (CBPS) in educational settings and presents FCA’s experiences in improving well-being through education in various countries.

This annual Teacher Wellbeing Index provides an insight into the mental health and wellbeing of teachers and education staff working in the UK.