While COVID-19 is grinding much of society to a halt, schooling has entered uncharted territory. During this time, it is important that teachers look after themselves. Our latest reader submission shares several evidence-backed strategies that can help support teachers’ wellbeing.
Does adversity lead to resilience or does resilience lead to less adversity? Professor Andrew Martin from the University of New South Wales and Professor Herb Marsh from Australian Catholic University explore this question in their latest study, share the findings and discuss the implications for teachers.
When students feel a lack of autonomy, competence and belonging, this is known as psychological need frustration. In today’s article, Rebecca Collie, Helena Granziera and Andrew Martin share findings from their research into the role this frustration plays in students’ school engagement.
Today’s article explores findings from a recent Australian study that examined two forms of social support from teachers and peers, and their role in reducing adolescent girls’ disengagement over three years of high school.
Research from beyondblue shows that boosting children’s resilience can be done in an everyday way, through the routine activities and interactions that occur in children’s lives each day, and through more structured programs. Professor Andrew Martin takes a closer look at the latter approach.
Analyses of Australian survey data from more than 500 primary and secondary teachers suggests there are five distinct teacher motivational profiles. In today’s article, researchers Dr Rebecca Collie and Professor Andrew Martin discuss their findings and the implications for workplace wellbeing.
How can educators help to enhance students’ scientific literacy? A museum-based creative science education program may offer some answers.
Dr Jasmine Green and Professor Andrew Martin explore adolescent motivation and engagement using personal best goal-setting and values driven action.
Principals, teachers, and the public are increasingly recognising the importance of teaching social and emotional skills to students alongside academic skills.
How much does student motivation and engagement change over the course of a day, a week, and a month at school? How much does motivation and engagement vary from student to student?