Journal of Epidemiology and Population Health
Pascale, the founder of the Lab School, contributed an article on social and emotional skills to the Journal of Epidemiology and Population Health, alongside R. Shankland, D. Tessier, C. Buchs, C. El-Jor, and S. Mazza.
Here's a summary
In France, the mental health of children and adolescents has become a major public health priority. Social and emotional learning have been shown to contribute to the mental health of children and adolescents. As a result, a growing number of interventions are being offered in schools. However, teachers are not yet trained to develop these skills through evidence-based interventions during their initial training. One way to increase motivation and investment in training teachers in social and emotional learning is to raise their awareness of the effects on academic outcomes. The aim of this exploratory review based on systematic reviews and meta-analyses is to present the effectiveness of school-based social and emotional learning programs on mental health and academic achievement, while specifying the contributing processes such as motivation, teacher training and student support. The discussion section suggests a number of ways of fostering the development of psychosocial skills in schools, particularly through teacher training.
Click below to read the full article:
Bridges over Troubled Waters: Anchoring Values and Democratic Education, Fostering Civic Skills and International Mindedness
Article written by Pascale Haag and Monika Votava Mandelícková as part of the Bridges over troubled waters project.
The “Bridges over Troubled Waters” Erasmus+ project is a collaboration between two laboratory schools in France (Lab School Paris) and the Czech Republic (Labyrinth Laboratory School). The main aim is to develop democratic education and values in schools, as well as to strengthen students' civic skills and open-mindedness.
The project, which ran from 2022 to 2023, was divided into several phases involving exchanges and values-focused activities. Students explored their personal values and those of their school, carrying out mini research projects and collaborating with local artists. Activities took place partly in each school, and included face-to-face meetings to foster intercultural understanding.
The project drew on theoretical frameworks, including Schwartz's values model, to help students make the connection between values, life skills, civic engagement and school well-being. Through this approach, students were able to strengthen their social, emotional and linguistic skills. The project helped to build bridges between cultures and generations, while encouraging the active participation of students and giving them the tools to tackle today's societal challenges.
This article provides a detailed overview of the methodologies used, the lessons learned and the concrete impact of the project on the educational community.
To find out more about this enriching experience, we invite you to read the rest of the article.
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