Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/104136
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DC Field | Value | Language |
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dc.date.accessioned | 2022-11-30T08:18:23Z | - |
dc.date.available | 2022-11-30T08:18:23Z | - |
dc.date.issued | 2022-11 | - |
dc.identifier.citation | Cooper, P., & Cefai, C. (2022). Editorial. International Journal of Emotional Education, 14(2), 1-2. | en_GB |
dc.identifier.issn | 2073 7629 | - |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/104136 | - |
dc.description.abstract | The COVID-19 pandemic has helped to foreground mental health and wellbeing in education, underlining the need for a more caring education which addresses the social and emotional needs of students. It is becoming more evident than ever before, however, that educators cannot effectively support the social and wellbeing of students, unless their own social and emotional needs are addressed as well. As a result of the increasing evidence on the relationship between students’ and staff’s wellbeing, more attention is being given to the wellbeing of school staff as a prerequisite for quality education. In the first paper in this edition, Savage and Woloshyn (Canada) investigated the well-being, perceived stress, and use of coping strategies amongst 686 K-12 educators’ and school staff in Canada. They found that all educators regardless of their grade or position reported overall lower scores of wellbeing and higher levels of perceived stress when compared to the general population. Maladaptive coping strategies were related to poorer wellbeing and higher levels of stress. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | University of Malta. Centre for Resilience & Socio-Emotional Health | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Editorials | en_GB |
dc.subject | Education | en_GB |
dc.subject | COVID-19 Pandemic, 2020- | en_GB |
dc.subject | Mental health | en_GB |
dc.subject | Well-being | en_GB |
dc.title | Editorial [International Journal of Emotional Education, 14(2)] | en_GB |
dc.type | editorial | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | N/A | en_GB |
dc.publication.title | International Journal of Emotional Education | en_GB |
dc.contributor.creator | Cooper, Paul | - |
dc.contributor.creator | Cefai, Carmel | - |
Appears in Collections: | IJEE, Volume 14 Issue 2 IJEE, Volume 14 Issue 2 |
Files in This Item:
File | Description | Size | Format | |
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v14i2edit.pdf | 197.3 kB | Adobe PDF | View/Open |
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