A written report critically exploring mental health and wellbeing in a chosen education phase. Students can choose to focus on an educational phase of a particular professional interest to meet the learning outcomes. These age phases are 0-3/3-7/5-11 and 11+. A justification of the education phase chosen is presented with a consideration of the policy context surrounding mental health and wellbeing provision in the UK. Students will draw from existing theoretical perspectives and contemporary research to explore practice-based developments in the sector. A critique of the home and school environment will be examined to express the importance of positive self-esteem and how this can be developed in the sector.

Formative assessment:
Reflecting on mental wealth. Submission of a reflective journal over the duration of the module to demonstrate awareness of mental health and wellbeing and actions that can be taken to support mental wealth. This reflection will refer to key theoretical principles that resonate with you and show how you have grown and developed your awareness in a personal and/or professional context. Four journal entries are required as a minimum and tutorial supervisions with your module tutor will help to support your reflections.

This module will give you the opportunity to explore historical and contemporary perspectives surrounding mental health and wellbeing. You will consider the full range of mental health and wellbeing aspects across the education phases to develop a broad knowledge and understanding in a range of professional contexts. Societal issues will be examined and the impact this has on children and young people’s mental health and well-being. Issues such as family and peer relationships through the education phases, developmental maturity, inequalities and prevalence of social media will be explored to understand the impact on children’s lives.

Rationale
The module will also raise awareness of mental wealth and how to promote positive behaviours and resilience in a personal and/or professional context. Coaching, mentoring and active listening will also be explored as a way of supporting mental health and wellbeing to add to students' skills ‘toolkit’.

1. Demonstrate knowledge and critical understanding of the policy context surrounding mental health and well-being in education and its application in practice.

Programme Learning Outcome: 1. Knowledge and Understanding, 2. Application and Problem-solving

2. Critically evaluate approaches to mental health in education and interventions to promote children and young people’s emotional regulation and resilience in a home and school environment.

Programme Learning Outcome: 3. Critical Reasoning and Collaboration, 6. Communication

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises you may bring with you practical experience as level 5 students and knowledge of specific contexts to share with others, and this pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. A digitally enabled blended approach will be used to support both virtual and face to face opportunities.

University workshops. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your work. The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. Workshops will include opportunities for discussions.

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies. Work-based activities help to establish connections between the workplace and issues raised by the programme.

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions.

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and/or individual tutorials. This will support the development of theoretical understanding.

Guided reading and supported self-study – You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates.

Drop-in support sessions, to support you with assessment.

Simulation activities such assessions in the Woodland Forest School

This module will also provide opportunities for you to:
* Work with others
* Develop interpersonal skills
* Demonstrate the capacity to plan, share goals, and work as a member of a team
* Communicate and present oral and written arguments

* Education and early years research databases
* Sessions in places other than university rooms
* Related work based learning opportunities

Barden, N and Caleb, R (2019) Student mental health and wellbeing in Higher Education. London: SAGE
Mental health text for those working with HE students

Garner, S (2020) Mental Health in Education: Building good foundations, London: Routledge
Generalised look at Mental health in education

Barbre, J and Anderson, I., (2022) Barbre, J and Anderson, I., () Supporting Children's Mental Health and Wellbeing: A Strength-based Approach for Early Childhood Educators. Redleaf.
Good text for students who want to work with children

In this module you will explore the concepts of mental health and well-being across 0-3/3-7/5-11 and 11+ education phases. You will examine the mental health and wellbeing aspects of the chosen age group in the context of a home and school setting and how these influence the development of mental wealth in children and young people. You will reflect on mental wellness and how to build resilience and develop strategies to promote a positive wellbeing for yourself and others.