Abstract

Statistics on K–12 students with mental health challenges almost guarantee that teachers will encounter these students in their classrooms. Educators will be more prepared and successful if they have feasible strategies to promote student well-being and avoid exacerbating existing problems. This article presents research-based classroom practices that promote social-emotional well-being in classroom settings, particularly for students with internalizing difficulties. Practices are derived from research and literature on internalizing disorders, trauma, resilience, and social-emotional learning. Practices focus on the interrelated, interdependent components of effective classroom environments, positive relationships, and skill building. Procedures for teaching coping skills aligned with academic instruction and an example lesson plan are provided.

摘要

有关有心理健康挑战的K-12学生的统计数据几乎可以保证老师会在教室里遇到这些学生。如果教育者们有可行的策略来促进学生的福祉并避免加剧现有的问题，他们将更加准备和成功。本文介绍了基于研究的课堂实践，可以促进课堂环境中的社会情感幸福感，特别是对于那些有内在化障碍的学生。实践源自有关内部化疾病，创伤，适应力和社会情感学习的研究和文献。实践侧重于有效教室环境，积极关系和技能建设的相互关联，相互依存的组成部分。提供了与学术指导相一致的应对技巧教学程序和示例教学计划。