Journal Articles
Changing school cultures for mental wellbeing in Hong Kong: The potential of pedagogic practices that take power into account
- Changing school cultures for mental wellbeing in Hong Kong: The potential of pedagogic practices that take power into account
-
- Tang, L The University of Liverpool
- Tsui, P F The Hong Kong Polytechnic University
- Shum, Angie K Y The University of Hong Kong
- Leung, W G University College London
- Lung, Daniel W M The University of Hong Kong
- Ng, P S H.K.S.K.H. Primary School Counselling Service, Hong Kong
- Leung, Kenus P Y The University of Hong Kong
- Yip, Paul S F The University of Hong Kong
- Critical Public Health, 33(4), 472-484, 2023
- Taylor & Francis
- 2023
-
- Hong Kong
-
- 1997.7 onwards
-
- Unknown or Unspecified
- School-based programs are recommended by the World Health Organization (WHO) to promote mental health for young people. However the effectiveness of such programs varies, and there are multi-level challenges to embedding mental health education in schools. Further, critical scholarship has focused on the ways in which such programs can contribute to neoliberal goals, rather than empowering students meaningfully. Our research used focus group interviews to capture the perspectives and experiences of teachers and children participating in a school-based program in Hong Kong. We applied Bernstein’s theory of pedagogic practices to analyze the interview data, in particular the concepts of boundaries and framing. We identified rigid boundaries between classrooms, the wider school, and home. Boundaries between academic and wider learning, and between school leaders and teachers, hindered cultural change towards mental wellbeing in schools. The program in this study reduced boundaries between students, and between students and teachers. This enhanced students’ communication, and bonding with peers and teachers. School culture about mental health education was found to have weak framing, with students having more influence on the learning process in this program than they currently do in other subjects. We argue that understanding boundaries and framing underpins development of better pedagogic practices in mental health education. When rooted in careful analysis of power relationships with school cultures, mental health promotion is not necessarily aligned with dominant values in society that privilege academic success over wellbeing. School-based programs can provide co-learning spaces for teachers and students, that encourage learning about mental health. © 2023 Informa UK Limited.
-
- English
- Journal Articles
-
- 09581596
- https://bibliography.lib.eduhk.hk/en/bibs/908efedb
- 2024-07-11
Recent Journal Articles
Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settingsJournal Articles
Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategiesJournal Articles
Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefsJournal Articles
Examining student, parent, and school factors predicting science achievement using a multilevel approach: The case of Hong Kong from the Program for International Student Assessment 2015Journal Articles
Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacherJournal Articles
Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, ChinaJournal Articles
Exploring predictors of STEM aspirations from a STEM capital perspectiveJournal Articles
English as a foreign language education in East-Asian early childhood education settings: A scoping reviewJournal Articles