# data[].attributes.headline
Action that educators can take in relation to this topic

# data[].attributes.subject
Action that educators can take in relation to this topic

# data[].attributes.attachment_link.title
Action that educators can take in relation to this topic

# data[].attributes.headline
Why educators should consider this topic in relation to transition from primary to secondary school

# data[].attributes.subject
Why educators should consider this topic in relation to transition from primary to secondary school

# data[].attributes.headline
Resource 1: 'Making a Difference to Student Wellbeing' article 

# data[].attributes.subject
Resource 1: 'Making a Difference to Student Wellbeing' article 

# data[].attributes.body
This article gives a valuable insight into various factors effecting student wellbeing such as testing, parental involvement, a sense of belonging, and bullying. It involves a particularly useful discussion of the effects of positive/negative teacher-student relationships on student wellbeing as well as mentioning the need for teachers to collaborate and exchange information about students’ difficulties, character and strengths with their colleagues (an important factor during primary-secondary school transition).

# data[].attributes.attachment_link.provider_name
Australian Council for Educational Research - ACER

# data[].attributes.attachment_link.title
Making a difference to student wellbeing

# data[].attributes.attachment_link.description
Schools are not just places where students acquire academic skills, they also help students become more resilient in the face of adversity, feel more connected with the people around them, and aim higher in their aspirations for their future.

# data[].attributes.headline
Resource 2: Anna Freud Centre 'Schools in Mind' Resource page

# data[].attributes.subject
Resource 2: Anna Freud Centre 'Schools in Mind' Resource page

# data[].attributes.body
The page contains a number of practical resources for schools relating to supporting the wellbeing of children and young people in both primary and secondary school. It provides toolkits designed to help pupils talk about mental wellbeing, guidance for parents and carers about how to make sure that conversations about their child’s feelings are part of an everyday conversation, and practical advice relating to how school staff can offer support.

# data[].attributes.attachment_link.description
Mentally Healthy Schools is a free and easy to use website providing primary schools with reliable resources to support their pupils mental wellbeing.

# data[].attributes.body
The first video in the ‘project overview’ section of their page outlines three ways in which educators can encourage students’ success by supporting their wellbeing. Through examining research studies, the UBC team believe that mental health and wellbeing are connected to a student’s ability to learn and that different teaching practices affect student learning outcomes.

# data[].attributes.attachment_link.readable_text
Identifying the influence of teaching practices on undergraduate students' mental health and wellbeing in the Faculties of Arts and Science
[watch video with closed captioning]
Studies have indicated that mental health and wellbeing are connected to a student's ability to learn (Eisenberg, Hunt, & Speer, 2013; Keyes et al., 2012; Martin, 2010). Evidence also shows that different teaching practices affect student learning outcomes (Dennison, Gruber, & Vrbsky, 2010; Moulding, 2010; Svinicki & McKeachie, 2014). However, to date, it remains unknown whether teaching practices influence post-secondary students' mental health and wellbeing and if so, how. This TLEF- funded project seeks to identify teaching practices that are effective at both promoting effective learning and supporting student wellbeing.

Year 1 of the project (2015-16) focused on data collection and analysis; year 2 of the project (2016-17) focuses on creating and sharing professional development resources for instructors.

Like to read about our published paper on this project:

Lane, K., Teng, M. Y., Barnes, S. J., Moore, K., Smith, K., & Lee, M. (2018). Using Appreciative Inquiry to Understand the Role of Teaching Practices in Student Well-being at a Research-Intensive University. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (2). Retrieved from https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss2/10
References
Dennison, S. T., Gruber, K. J., & Vrbsky, L. (2010). Research literature review on social work education instructional methods: 1998-2008. Journal of Teaching in Social Work, 30(4), 399419.
doi:10.1080/08841233.2010.517732

Eisenberg, D., Hunt, J., & Speer, N. (2013). Mental health in American colleges and universities: Variation across student subgroups and across campuses. Journal of Nervous & Mental Disease, 201(1), 6067. doi:10.1097/NMD.0b013e31827ab077

Keyes, C. L., Eisenberg, D., Perry, G. S., Dube, S. R., Kroenke, K., & Dhingra, S. S. (2012). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students. Journal of American College Health, 60(2),126133.

Martin, J. M. (2010). Stigma and student mental health in higher education. Higher Education Research & Development, 29( 3), 259274. doi:10.1080/07294360903470969

Moulding, N. T. (2010). Intelligent design: Student perceptions of teaching and learning in large social work classes. Higher Education Research & Development, 29(2), 151165. doi:10.1080/07294360903470977

Written by Teaching Practices & Student Mental Health TLEF 2015-17 team [April 2016]

# data[].attributes.attachment_link.title
How Teaching Practices Influence Student Mental Health and Wellbeing - UBC TLEF 2015-2017

# data[].attributes.attachment_link.description
Identifying the influence of teaching practices on undergraduate students' mental health and wellbeing in the Faculties of Arts and Science [watch video with closed captioning] Studies have indicated that mental health and wellbeing are connected to a student's ability to learn (Eisenberg, Hunt, & Speer, 2013; Keyes et al., 2012; Martin, 2010).