Systemic Factors Associated With Student Psychological Well‐Being: The Qualitative Experience of School Professionals
Bibliographic record
Abstract
ABSTRACT Given the prevalence of mental health challenges in children and the significant time they spend in school, teachers play a critical role in identifying and addressing the socio‐emotional needs of their students. This instrumental case study consulted a group of 14 school personnel (eight teachers, four resource teachers, and two administrators) from the greater Montreal area on key factors influencing the psychological well‐being of school‐aged children. Thematic analysis of the data was conducted using a social constructivist conceptual framework. Findings discuss participants' perspectives on parental involvement, lack of resources, and facilitating agents. Both too little and too much parental involvement were identified as predictors of child outcomes. Teachers described challenges in meeting their students' various needs with the available resources. Specifically, they attributed difficulties to a frequent lack of availability of support staff who are often equally overworked, particularly in low‐income settings. Lastly, participants discussed the importance of clearly defined roles, interventions, and cohesive teamwork as facilitating agents. Considering the mental health needs present in schools, promoting a healthy and cohesive school environment in which teachers feel supported and valued can play a crucial role in the social‐emotional and psychological development of all children.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".