New Book Addresses Well-being and Mental Health in Schools

The book is designed for teachers, head teachers, school social workers, school psychologists and anyone involved in teacher training, school development or education administration.

The book combines scientific evidence with practical guidance for educators. "Well-being and mental health are not secondary to education. Children and adolescents learn better if they feel safe, feel that they belong, are supported and develop a sense of self-efficacy," says Prof Schmitz.
In turn, high-quality teaching can enhance well-being by offering structure, fostering participation and making progress visible – all while avoiding unnecessary shaming. "Traditionally, schools have focused strongly on learning, performance and lesson quality. Well-being has received much less attention.," summarises Prof Saalbach. And yet, high-quality teaching is an effective form of prevention.
The authors believe that teachers can have a profound influence when they promote well-being with good relationships, emotional support, clear classroom structures, constructive feedback and a positive approach to mistakes– all of which strengthen pupils’ self-efficacy. At the same time, teachers cannot shoulder this responsibility alone. It requires time, resources, multi-professional teams and good networks with school psychologists, youth welfare services and the healthcare system.
Forty-seven authors from the fields of psychology, pedagogy and communication studies as well as school practitioners and school development professionals contributed to the book. It includes 14 chapters. The topics range from well-being at school, shaping relationships, lesson quality and teacher well-being to multi-professional cooperation and recognising psychological illnesses, trauma, stigmatisation, psychosocial assistance services, mental health literacy and school prevention programmes. The book combines fundamental knowledge, research, healthcare perspectives and concrete practical examples.