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dc.contributor.authorWillis, A
dc.contributor.authorHyde, M
dc.contributor.authorBlack, A
dc.date.accessioned2020-06-02T00:50:42Z
dc.date.available2020-06-02T00:50:42Z
dc.date.issued2019
dc.identifier.issn0002-8312
dc.identifier.doi10.3102/0002831219849877
dc.identifier.urihttp://hdl.handle.net/10072/394293
dc.description.abstractYouth mental health in Australia is concerning with 25% of young people reported as experiencing mental health issues in a 12-month period. Meanwhile, Australian schools march forward with academic improvement agendas. Survey research conducted among primary and secondary school teachers, most drawn from the Australian state of Queensland, revealed that although teachers value student well-being initiatives, they are experiencing very real tensions dealing with student mental health concerns and performance targets, which is complicated by a lack of confidence in the efficacy of well-being programs in schools. These findings raise concerns about the need for government authorities, school leaders, and teacher education providers to further investigate the need for balance between school performance improvement agendas and student well-being concerns.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAmerican Educational Research Association (AERA)
dc.relation.ispartofpagefrom2644
dc.relation.ispartofpageto2673
dc.relation.ispartofissue6
dc.relation.ispartofjournalAmerican Educational Research Journal
dc.relation.ispartofvolume56
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode39
dc.titleJuggling With Both Hands Tied Behind My Back: Teachers’ Views and Experiences of the Tensions Between Student Well-Being Concerns and Academic Performance Improvement Agendas
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationWillis, A; Hyde, M; Black, A, Juggling With Both Hands Tied Behind My Back: Teachers’ Views and Experiences of the Tensions Between Student Well-Being Concerns and Academic Performance Improvement Agendas, American Educational Research Journal, 2019, 56 (6), pp. 2644-2673
dc.date.updated2020-06-02T00:48:15Z
gro.hasfulltextNo Full Text
gro.griffith.authorHyde, Mervyn B.


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