Social Emotional Well-Being and Mental Health of School-Aged Children
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|09.30||Building communities of cooperative learners; meeting the social, emotional and mental health needs of all learners in a multicultural world
|10.15||Mindfulness and resilience in young people
|11.15||Engagement, wellbeing and school achievement – Experiences from Scottish and Finnish school children
|12.00||Listening to Children; practical strategies for embedding children’s voice in Early Years and KS1
|13.30||Creating a learning environment to reduces stress for students
|14.15||Understanding and supporting social and emotional wellbeing of children during transitions
|14.55||Completion of evaluation forms|
|15.00||Close of meeting|
Dr Tiina Soini, Faculty of Education, University of Tampere, Finland. Soini is Research Director in the Learning and Development in School research group and Adjunct Professor at the University of Eastern Finland. Her research interests are in the learning and well-being of educational communities, with a special focus on teachers and students in comprehensive school.
Tim Taylor has been a teacher for twenty years. He is a visiting lecturer at Newcastle University, a tutor for the Qattan teacher-training programme in Palestine, and a trainer in Mantle of the Expert. He is the web manager and blogger for mantleoftheexpert.com and imaginative-inquiry.co.uk and writes for several education magazines and blogs, including the Guardian Teacher Network. His book ‘A Beginner’s Guide to Mantle of the Expert’ was published in July 2016.
Divya Jindal- Snape is Professor of Education, Inclusion and Life Transitions. She is the Director of the Transformative Change: Educational and Life Transitions (TCELT) Research Centre at the University of Dundee, UK. She has extensively published in the area of transitions across the life span including educational transitions. Her recent books include Jindal-Snape, D., & Rienties, B. (Eds.) (2016). Multi-dimensional transitions of international students to Higher Education (European Association for Research on Learning and Instruction series). New York: Routledge. Jindal-Snape, D. (2016). A-Z of Transitions. Basingstoke: Palgrave.
Robert White has contributed to learning for children as an Outdoor Educator, Primary School Teacher, Secondary School Teacher, county wide Behaviour Support Teacher and as a Principal. In the UK, he has worked as a Lecturer in Transcultural Mental Health at the Institute of Preventive Medicine, Centre for Psychiatry Queen Mary University of London; Associate Professor at the Institute of Education University of Wolverhampton and currently in the School of Education, University of Aberdeen.
Robert’s contributions to research and scholarship has gained national and international recognition with his research concentration in understanding the role learning and teaching plays in meeting the social, emotional, and mental health needs of children to reduce anti-social behavior and improve teaching and learning. In the UK, his Building Schools of Character initiative has been implemented in schools across England and has gained recognition by OFSTED indicating it could be a ‘model for the country’.
Helen Lyndon. Listening to Children; practical strategies for embedding children’s voice in Early Years and KS1. Helen Lyndon is a lecturer in Early Childhood, Family and Community Studies at The University of Wolverhampton. Helen gained a PhD bursary from CREC (The Centre for Research in Early Childhood) in 2013 and is due to complete this year. She is the country coordinator for the European Early Childhood Education Research Association and her research interests include pedagogic mediation and listening to children.
Liz Lord. I have been a teacher and school senior leader for almost 20 years, formally Assistant Head at the Royal Manchester Childrens Hospital School. I helped to manage a Pupil Health Referral Unit in Salford and my particular responsibility was mental health and wellbeing, working closely with the CAMHS team to assist our pupils and other young people with complex medical needs. I taught mindfulness to 11-16 year olds and helped to successfully implemented mindfulness throughout the Unit. I was a member of the Senior Leadership Team, SENDCO and CAMHS link. As part of the Emotional Health Implementation Group in Salford, I taught mindfulness courses to their Educational Psychology teams, Inclusive learning teams, a school for pupils with additional needs and parent’s groups. I have an MSc in Mindfulness-based approaches from Bangor University.
I am interested in research looking at the effectiveness of implementing mindfulness in the school setting and communicating this within the education field, especially with teachers and school leaders. The MYRIAD project is looking at all aspects of this both for pupils, teachers and school leaders. My role is to facilitate and enable the schools to take part and to work closely with them throughout all aspects of the research.
BERA offer a limited amount of bursaries for BERA Student Members only.
- Bursaries are available for BERA Student Members to the value of £50 towards travel, and complimentary registration for the event.
To apply for one of these bursaries, please email firstname.lastname@example.org with a 200 word statement on why you want to attend this event. Bursaries are offered on a first come, first served basis. Once approved you will be sent details of how to register online. Travel expenses will be reimbursed after the event in accordance with our travel policies. You must not have previously received bursary funding from BERA.
This event is sponsored by the University of Dundee
The University of Dundee, with students and staff from over 145 countries, is committed to transforming lives locally and globally. The University nurtures a vibrant, dynamic, international and interdisciplinary community, with opportunities for student choice and flexibility.
The MA (Hons) Education in primary teaching for children 3-12 combines theory and personal/professional development with practical school experience from year one.
Students following the IB Pathway in second year spend six weeks in an IB PYP school, which is likely to be abroad.
In third year, students undertake an Early Years practicum, including nursery experience, and in fourth year students may choose the stage of placement from Early Years, Middle or Upper.
A highlight for our fourth year students is the opportunity to undertake a research thesis in an area relating to the IB of the students’ own choosing.
The Master in Education (MEd) is the first in Scotland to be accredited by the International Baccalaureate Organization and, upon successful completion, participants can register for one of the following certificates:
- IB Advanced Certificate in Teaching and Learning Research (minimum 3 years IB teaching experience required)
- Certificate in Leadership Practice
- Advance Certificate in Leadership Research
Children’s social-emotional well-being and mental health are issues of utmost concern for educators, who support children with a wide range of needs. Understanding children’s needs and developing best-practice strategies that are grounded in rigorous research and able to be implemented with diverse learners requires collaboration. The aim of this event is for educators, practitioners, researchers, and policy-makers alike to meet and engage in discussions about what we know and are doing with regards to children’s social-emotional well-being and mental health, so that we can look forward to what is yet to be accomplished. The day will include a range of invited presentations and is designed with the intention to facilitate connections and partnerships for future research and practice in schools.Back to top