Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
}
TY - CHAP
T1 - Wellbeing in the classroom
AU - Collins, Georgina May
AU - D'Alton-Harrison, Rita
AU - Yuratich, David
PY - 2024/3/8
Y1 - 2024/3/8
N2 - Supporting students’ wellbeing is not an isolated administrative task. It is an integral part of our work inside and outside the classroom yet it can pose significant challenges for lecturers at any level of experience. Through real life examples real life and a short case study, this chapter examines how and why it is necessary to inculcate wellbeing into the classroom and provides guidance for identifying and responding to wellbeing issues. It explores three main themes, beginning with the theme of confidentiality: how should personal information received by a classroom tutor be handled? Secondly, inclusivity within the classroom is examined in the context of uncertainty and ‘social pain.’ Finally, the theme of ‘noticing’ is explored. By noticing the sub-text in the classroom environment, the tutor is better equipped to identify and mitigate student wellbeing issues, whether by adapting classroom methods or taking steps to ensure students are supported outside of the class.
AB - Supporting students’ wellbeing is not an isolated administrative task. It is an integral part of our work inside and outside the classroom yet it can pose significant challenges for lecturers at any level of experience. Through real life examples real life and a short case study, this chapter examines how and why it is necessary to inculcate wellbeing into the classroom and provides guidance for identifying and responding to wellbeing issues. It explores three main themes, beginning with the theme of confidentiality: how should personal information received by a classroom tutor be handled? Secondly, inclusivity within the classroom is examined in the context of uncertainty and ‘social pain.’ Finally, the theme of ‘noticing’ is explored. By noticing the sub-text in the classroom environment, the tutor is better equipped to identify and mitigate student wellbeing issues, whether by adapting classroom methods or taking steps to ensure students are supported outside of the class.
M3 - Chapter (peer-reviewed)
SN - 9781803920795
SP - 120
EP - 139
BT - How to Offer Effective Wellbeing Support to Law Students
A2 - Bleasdale, Lydia
PB - Edward Elgar
CY - Cheltenham
ER -