[Editor’s note: eCampus News is thrilled to partner with The Brzycki Group to help our audience navigate the growing body of work and best practices in student wellbeing and social-emotional learning (SEL). These are important topics for eCampus News, and we’re excited to work with the Bryzcki Group, who have provided leadership to student wellbeing for more than 30 years. We want to be the central source for our audience and help highlight the great work institutions are doing to address these issues and make wellbeing a core part of student learning.]

Through monthly articles on the eSchool News and eCampus News media platforms, The Brzycki Group & The Center for the Self in Schools will cover the latest psychological, educational, and wellbeing models, policies, and practices in social-emotional learning (SEL) and student wellbeing. These models address the psychological, emotional, and physical well-being of children and can be applied to K-16 classroom teaching best practices, curricula design, counseling best practices, and educational leadership.

Education professionals across all levels of K-16 education want to make a real difference for students, and many are aware of the growing bodies of work in SEL and student wellbeing. Yet there is general misunderstanding about what these bodies of work mean and how to use them to produce mental health and wellbeing outcomes through schooling. Additionally, there are numerous models from which to choose, such as SEL; multi-tiered systems of support (MTSS); school-based mental health curricula; bullying and school violence prevention programs; anxiety, depression and suicide prevention and treatment models; trauma informed instruction; school climate programs; whole child education; student success programs; life coaching; and academic advising; among others. We often hear educators ask, “Where do I start?”

An integrated wellbeing framework
One significant reason for the confusion is that these topics are written about and researched by separate professions within K-16 education—such as classroom teaching, school leadership, clinical psychology, school psychology, academic research, and non-profit SEL services, among others. The issues are described from the perspective of each separate profession, without a common framework or model that grounds and integrates them across the K-16 schooling experience. Educators need new clarity around how to produce mental health and wellbeing through educational processes, along with an integrated framework for educators to apply across K-16 education.

Student wellbeing is more important than you think

Another challenge is that SEL and student success are most often viewed narrowly through the lens of student achievement and academic outcomes. However, the research shows that positive academic outcomes follow wellbeing outcomes. The overarching framework for SEL, student success, and student well-being is grounded in the psychology of wellbeing, and it is time to put well-being first to empower resilience and success across the lifespan.

The compelling need for mental health through schooling
Life for most of us in today’s world takes a toll on our emotional, psychological, and physical wellbeing. Research demonstrates that people are not emerging from our educational system with the mental framework and associated mental capacities to adequately meet the overwhelming demands of modern life. This inadequacy leaves most people with growing levels of anxiety and depression; disconnection from their experiences of joy, love, happiness, and inner peace; and a lack of sense of purpose in life with related personal and professional meaning.

The issue of mental health and wellbeing is becoming more and more acute as life in modern society becomes more and more complex. K-16 students have expanded needs and more mental and physical challenges and illnesses. We are not adequately addressing or measuring these needs and challenges. As a result, we are seeing dire and overwhelming statistics on bullying, hate crimes, trauma, anxiety, depression, sexual assault, substance abuse, suicide, behavior-based physical illnesses, and more.

About the Author:

Dr. Henry G. Brzycki and Elaine J. Brzycki have more than 30 years of experience providing lead-ership to the fields of education and psychology. They co-founded The Brzycki Group & The Center for the Self in Schools, an innovative think tank that provides thought leadership on emotional, psychological and physical well-being outcomes through education, with a mission to impact the human condition. Their three academic best-selling books represent the future of integrating well-being into K-16 education: Mental Health for All Toolkit (2019); Student Success in Higher Education: Developing the Whole Person through High-Impact Practices (2016); and The Self in Schooling: Theory and Practice: How to Create Happy, Healthy, Flourishing Children in the 21st Century (2013). Your thoughts and ideas are welcome at Henry@Brzyckigroup.com.


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