Wellbeing, its Effect on Both Student and Teacher

G00315030 Michael Bourke

It is evident in the media and some of us who have being personally
effected by the issue that mental health, self-harm and suicide is a rising
issue in modern Irish society. A document produced by the HSE agrees
with this stating the following, Ireland has a serious self-harm and suicide
problem, with around 11,000 episodes of deliberate self-harm presenting
at hospital A&E departments each year (National Suicide Research
Foundation) and up to 500 suicide deaths reported (HSE, 2007). In an
improve these statistics measures have been put in place in second level
education in Ireland in the form of wellbeing classes. A document
produced by the department of education identifying that, schools play a
vital role in the promotion of positive mental health in young people.
Schools can also provide a safe and supportive environment for building
life skills and resilience and a strong sense of connectedness to school.
The fostering of healthy relationships with peers, teachers and school staff
are essential to a young persons positive experience of school and their
cognitive and emotional development. The needs and well-being of school
staff need also to be considered and supported (Department of
Education, 2012).
Well-being classes will be introduced to Junior cycle as part of the Junior
Cycle reform. It aims to contribute directly to their physical, mental,
emotional and social wellbeing and resilience. Where learning takes place
in a climate focused on collective wellbeing of school, community and
society (Department of Education and Skills, 2015). After speaking to
teachers regarding the issue they do agree that I would be beneficial for
students however, teachers of choice subjects have expressed some
concerns regarding their classes being cut. Apart from English, Irish and
Mathematics, each subject will require a minimum of 200 hours of
timetabled student engagement that includes teaching, learning and
assessment activity. English, Irish and Mathematics will each require a
minimum of 240 hours of timetabled student engagement (Department
of Education and Skills, 2015).
The teachers who teach choice subjects in the school are fearful that their
junior cycle 40 minute classes will be cut from four to three classes a
week. According to the technical graphics and MTW teachers in the school
this will make it very difficult to cover all the syllabus content. Personally, I
feel that this is will have a detrimental effect on the students who move at
a slightly slower pace or have learning difficulties as they will not be given
the attention and time they need when learning which they need due to
the cut in class time if it occurs. Also in relation to this I feel it is a direct
contradiction of the no child left behind legislation as classes will be
forced to move at a faster pace (NCSE, 2012).
In conclusion, I feel that yes introducing wellbeing lessons is a good
measure taken by the department of education to help reduce the amount
of mental health, self-harm and suicide cases annually among the Irish
population. However, I do agree with the teachers that I spoke with and
can relate to their concerns regarding their classes being cut to help
accommodate the introduction of wellbeing classes and I do feel that its
introduction should be reassessed.

Bibliography
Department of Education. (2012). Guidelines for mental health promotion
and sucide prevention. Retrieved from Well-being in post primary
schools: https://www.education.ie/en/Publications/Education-
Reports/Well_Being_PP_Schools_Guidelines_Summary.pdf
Department of Education and Skills. (2015). Framework for Junior Cycle.
Dublin: eduction.ie.
HSE. (2007, June 4). Mental Health in Ireland. Dublin, Ireland.
NCSE. (2012). Measuring educational engagement, progress and
outcomes for children with special educational needs: a review.
Birmingham: University of Birmingham.