Promoting Mental, Emotional and Social Health: a Whole School Approach

Citation

St Leger, L. (2002), "Promoting Mental, Emotional and Social Health: a Whole School Approach", Health Education, Vol. 102 No. 1, pp. 39-40. https://doi.org/10.1108/he.2002.102.1.39.2

There is no doubt about the increased attention given to mental health. A close examination of recent health research has made clear the investment we need to make in addressing mental health for people and communities. It is most important with the young.

Katherine Weare’s book is an excellent publication. It is easy to read and is heavily based on research evidence. It takes as its prime population group children and adolescents, and anchors its intervention ideas around the school.

The book begins with an engaging foray into many ideas, issues and concepts in the field. This is a daunting task and one which could leave the reader more confused after finishing the opening chapter. But this reviewer found the material was explained simply, without fuss and was always connected to evidence. (A feature of the book is how the evidence supports and strengthens the narrative without detracting from the points it makes.)

After exploring mental, social and emotional health, Weare takes us into priority action areas which those working with young people can easily embrace. Particularly useful is her exploration of what constitutes “emotional intelligence” and “emotional literacy”, and an excellent section on “listening competence”. The book provides clear and unambiguous approaches which schools can use to address many mental health issues and components from an evidence base.

Throughout the book there is recognition of the difficulties teachers face working in schools. It is clear that the author has considerable experience in working with teachers and schools and has an empathy for what they might realistically do. The section on classroom and whole‐school activities for pupils and staff is pragmatic and insightful.

Although there is a very useful appendix identifying agencies concerned with mental, emotional and social health in schools, primarily in the UK, the book seemed to finish quickly, leaving the reviewer wanting more. A concluding chapter or two which brought together the main learnings and themes of the book would have not only rounded off the excellent earlier work, but would enable readers to gain a quick overview/summary, without necessarily simplifying or compromising the earlier work.

This book will not date quickly. It can be read as a whole or by going to certain sections. It is a very welcome publication which will be of excellent value to teachers, principals, social/community workers, education systems and teacher‐training organisations.