Context and Implications Document for: From resilience to wellbeing: Identity‐building as an alternative framework for schools’ role in promoting children’s mental health

This guide accompanies the following article: Brown, C. & Shay, M. (2021) From resilience to wellbeing: Identity-building as an alternative framework for schools’ role in promoting children’s mental health, Review of Education, https://doi.org/10.1002/(ISSN)2049-6613. The health children and young people has been increasing concern many countries globally. schools addressing issue child youth is increasingly interest policy makers due their capacity implement systemic approaches issue. paper explores two contexts specifically—England Australia. Although both have recognised a priority setting, interesting commonalities differences way they are conceptualising problems, well solutions. provides analysis current settings England Australia ways which wellbeing being conceptualised within these policies. foregrounds representation empirical data from separate studies undertaken separately by authors, that focus on peoples’ concepts identity. argument advances claim may better support people’s through builds affirms social learner identities. represent diverse cohorts; however, provide emerging evidence school-based approach focuses voices people, emphasises self-identity, relationality connectedness community natural world. In starting map out how start develop identity-based approach, number principles adapted relational (White, 2017) advanced. timely. Due chaos unravelled across world during Covid-19 pandemic, providing with tangible, evidence-based cost-efficient imperative. As weathers this turbulent time, it critical explore trying prevent or ameliorate long-term widespread ill amongst populations. There implications at state, national international levels, more locally school level (inclusion, behaviour/wellbeing policies, curricula). We will outline key policy; far broader reaching terms endorses ‘bottom up’ promotion advocated nations, given reported findings highly contextual dimension responding local needs, issues circumstances, ones. However, absence theoretically defined concepts—‘wellbeing’, ‘character’, ‘thriving’—schools risk turning political rhetoric informing constituents be promoted schools. points importance involving communities—teachers, parents, and, above all, people—in defining grass roots level. last five years become called upon (DfE, 2016; DoH/DfE, 2017; Children’s Commissioner, 2021) collaborative joint service model between specialist services. While laudable mechanism early intervention, there evident tensions framing ‘educational problem’, whereby discourse education ministers calling promote leaned towards individual moral character, encouraging ‘grit’ ‘determination’ cope challenges. calls lexicon moves away individualising constructs management (i.e. resilience) acknowledging contextual, structural factors impinge wellbeing. also recent policy, foreground economic identity state-based policies address plan Australia, ‘National Action Plan Health Children Young 2020–2030’. blueprint one areas. Whilst outlines intent improve overall scope consideration what serve imperatives. study Australia’s two-fold. emphasis streamlining implementation relation nationally. spend considerable time efficient deliver policies’ objectives. second situates development such approach. impacting recently acknowledged World Authority report, Social Determinants Well-being among People (WHO, 2012). led definition earlier iterations where ‘having positive sense identity’ 2013b, p. 6) constituent therefore advance understanding schooling developing supporting links made agenda can articles outlined UN Convention Rights Child. charter rights was created recognition (under age 18) required consolidated vulnerability protection, right say decisions affect them. These include but not limited to: Article 8.1: States Parties undertake respect preserve his her identity, including nationality, name family relations recognized law without unlawful interference. 12.1: shall assure who capable forming own views express those freely all matters affecting child, weight accordance maturity child. 13.1: freedom expression; seek, receive impart information ideas kinds, regardless frontiers, either orally, writing print, form art, any other media child's choice. 29: A theoretical account four components construction school, translated into methodological researching makes explicit theory, methods data. For critiques neoliberal challenges educational problem reducible narrative weakness. Using photo-elicitation offers theory canvassed analysis, focusing perspectives decoded schooling. fitting includes support, presented. concept ‘character’ objective It argues discourses reflect deficit assumption sees morality deficient. attempt elicit broad wellbeing, seminal identifies agenda, place medical intervention. compelling critique enhancement (positive psychology) why pursuit ‘best’ knowledge aligned agendas, contrast tension. book reflection termed ‘therapeutic education’. Here authors present controversial higher arguing over encouraged learners anxious introspective, conflict aspiration inspired motivated learner. understood (through psychology lens). framed its internal psychological function admonished ignoring influence society influencing review literature resilience, building case conception subject interaction accumulation environment factors. autoethnographic Indigenous Australian identities constructed time. An elder younger educator various experiences using race analyse racism weaved stories since colonisation. article public journal artwork project paper. features chapters discuss strategies link podcast series available website March 2021. page shares annotated images generated perceive concepts. Devise strategy affirming students’ should evaluation you effectiveness