Student health and wellbeing

Researchers and practitioners around the world have been working on understanding the nature of bullying and finding practical and useful solutions for dealing with it. This overview of their work aims to provide food for thought for New Zealand teachers and schools intending to initiate or refine a programme to deal with this major educational problem.

What are the essential elements to motivate students and bring about positive outcomes for all? This article briefly explores some of the conceptual models developed to help teachers work with young people who present challenging behaviours. It advocates an approach based on a modification of Bronfenbrenner’s (1979) ecological model, now being used by two groups working in teacher training. It offers a comprehensive, culturally appropriate educational strategy that can be applied in the home, school and community to lead towards student success.

An effective behaviour management programme must focus on the behaviour of the whole school, not just the behaviour of students. This requires refocusing on the school’s core values, using a quality schools model developed over a number of years, ideas from the literature on quality, effective schools, school improvement and excellence. The details offer guidance for school leaders interested in making a difference to how their school “behaves”.

The author looks at definitions of and research on Attention-Deficit/Hyperactivity Disorder and outlines the main forms of intervention, both medical and educational. He describes how the principles of intervention can be applied, in the context of the school or the home.

Supportive friendships and relationships at school contribute to children’s quality of life as well as their learning. There are some concerns that students with disabilities may be isolated, lonely and have few friends at school, even when they have always been taught in the mainstream. This article explores a range of friendship and relationship themes described by three students with disabilities and their families, and looks at some of the ways in which schools can support or create barriers to the development of friendships for students with disabilities.

Otahuhu College wanted to know how its teachers were coping with the inclusion of students with disabilities in their classrooms, and more specifically, how teachers interacted with such students. Results revealed that the practical demands of the classroom made it difficult for teachers to spend time with the mainstreamed students. Most relied on and supported teacher’s aides to teach these students.

Starting school is a major life event for all involved: children, families, preschool educators, and school staff. All groups engage in a range of activities designed to make the time of transition to school positive. Yet each group has different perceptions of, expectations for, and experiences with this transition. The authors present some of the findings from the Starting School Research Project.

 The quality of teacher feedback to students has a considerable impact on student achievement. This research evaluates the quality of feedback given to primary students during numeracy lessons.

From Alan Duff’s original vision in 1992, the Books in Homes programme grew to reach 397 low-decile schools and 78,000 students by 2001, with well over a million books distributed. The evaluation was based on questionnaire responses from Year 5 students, teachers and principals. The results showed that Books in Homes is well established as a powerful force for change in these schools, with significant improvements in reported reading habits and attitudes to reading associated with the length of time the scheme had operated within each school.

The quotation in the title of this article comes from Ryan, a New Zealand secondary-school student, in a statement to his teachers. Ryan wanted his teachers to recognise his impairment-related needs and experiences at school and to take these into consideration in their teaching. His statement also referred to the various barriers he faced at school that meant he needed help or additional time for school activities.