Abstract
We are social beings; our identity and worldviews are constructed in our interactions with others (Habermas, 1990). The emotions we feel, manage and respond to are situated within a social context. Relationships and feelings matter and are the lynchpin of a supportive environment for learning. When a school, is run on the basis of the principles above this builds an emotional and relational climate where both teacher and student wellbeing are likely to be enhanced (Roffey, 2012). When wellbeing becomes core school business there will be greater student engagement with learning and therefore increased academic outcomes, more pro-social behaviour and higher levels of resilience.
Translated title of the contribution | Circle solutions and supported learning |
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Original language | Danish |
Title of host publication | Understøttende undervisning og læringsmiljøer |
Editors | René Kristensen, Thomas Szulevicz |
Place of Publication | Denmark |
Publisher | Forlaget Dafolo |
Pages | 75-88 |
Number of pages | 14 |
ISBN (Print) | 9788771601909 |
Publication status | Published - 2016 |
Keywords
- emotions in children
- emotional intelligence
- well-being