Juggling With Both Hands Tied Behind My Back: Teachers’ Views and Experiences of the Tensions Between Student Well-Being Concerns and Academic Performance Improvement Agendas

Alison Willis; Mervyn B Hyde; Alison L Black

doi:10.3102/0002831219849877

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Juggling With Both Hands Tied Behind My Back: Teachers’ Views and Experiences of the Tensions Between Student Well-Being Concerns and Academic Performance Improvement Agendas

Alison Willis, Mervyn B Hyde and Alison L Black

American Educational Research Journal, Vol.56(6), pp.2644-2673

2019

DOI: https://doi.org/10.3102/0002831219849877

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Abstract

academic performance

student well-being

mental health

assessment

Youth mental health in Australia is concerning with 25% of young people reported as experiencing mental health issues in a 12-month period. Meanwhile, Australian schools march forward with academic improvement agendas. Survey research conducted among primary and secondary school teachers, most drawn from the Australian state of Queensland, revealed that although teachers value student well-being initiatives, they are experiencing very real tensions dealing with student mental health concerns and performance targets, which is complicated by a lack of confidence in the efficacy of well-being programs in schools. These findings raise concerns about the need for government authorities, school leaders, and teacher education providers to further investigate the need for balance between school performance improvement agendas and student well-being concerns.

Details

Title: Juggling With Both Hands Tied Behind My Back: Teachers’ Views and Experiences of the Tensions Between Student Well-Being Concerns and Academic Performance Improvement Agendas
Authors: Alison Willis (Author) - University of the Sunshine Coast - School of Education
Mervyn B Hyde (Author) - University of the Sunshine Coast - School of Education
Alison L Black (Author) - University of the Sunshine Coast
Publication details: American Educational Research Journal, Vol.56(6), pp.2644-2673
Publisher: Sage Publications Inc.
Date published: 2019
DOI: 10.3102/0002831219849877
ISSN: 0002-8312
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99451238402621
Output Type: Journal article

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