As in other regions in the world, school-based sexuality education in Ontario, Canada has been a frequent topic of political discussion as provincial curricula has experienced numerous updates and changes, including increased discussions of mental health and consent. This study investigated the current context of mental health and consent…

Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A…

The authors together with the Center for Professional Learning and the Ukrainian Institute for Educational Development created free, open educational courses to support the well-being and development of teachers experiencing war and displacement in Ukraine. These courses provide knowledge and skills in the topics of mental health, trauma-informed…

Emotional education is key for primary school children, as it promotes their emotional development and successful socialization. Specialized mobile software, which are integrated into psychological and pedagogical support programmes for primary school students, can help in the development of children's emotional intelligence (EI). The aim of the…

Children living in poverty face numerous challenges that negatively affect their wellbeing and thus their ability to learn. The consequences of poverty that interfere with students' learning include inattentiveness, demotivation, and feelings of powerlessness, shame, and anger. To reach these children, with the goal of helping them become healthy,…

Trauma-informed schools are deeply responsive to the trauma experiences of students and address their primary need for safety and connection as a foundation for emotional, social, and cognitive wellbeing. Trauma-informed schools have systems in place that provide trauma awareness, knowledge, and skills as part of their school culture, practices,…

Aims: In response to the Coronavirus pandemic (COVID-19) and the changing needs of educational establishments, pupils and families, Renfrewshire Educational Psychology Service (REPS) enhanced the existing Renfrewshire's Nurturing Relationships Approach (RNRA) with digital adaptations. This paper outlines the process. Rationale: In 2016 REPS…

In the 1960s, educational psychologist Marjorie Boxall developed Nurture Groups (NGs) in response to the growing number of children who were deprived of healthy nurturance in early life and who, as a result, were failing to cope with the demands of school. To date, research on this intervention model has consistently shown that students who attend…