The teens are not alright: School practices to support student well-being

Outline

I begin by asking what participants hope to learn and why they are there (5 minutes)

Participants will complete a short survey of student well-being concerns and briefly discuss. (10 minutes)

I will briefly address how student autonomy contributes to well-being and share school examples of scheduling innovations, student involvement in school decision-making, and student-directed learning. Q & A throughout (25 minutes)

I will share an overview of proactive practices that help to normalize student mental health support. Q & A throughout.

Outcomes

appreciate the connection between student agency in school decision-making and in student-directed learning and an improvement in student well-being.

understand the role of administrative and counseling practices in normalizing student mental health support.

reflect on the logistics and challenges of implementing the suggested practices.

Supporting research

Ryan and Deci (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. A pivotal theory.

Stixrud, W. and Johnson, N. (2018). The self-driven child: The science and sense of giving your kids more control over their lives. New York: Penguin Books.

Vatterott, C. (2022). Lessons on student well-being from "the great resignation". Educational Leadership. 79 (9), 26-30.

Vatterott, C. (2024). Student mental health: What's autonomy got to do with it? Educational Leadership, 81 (5), 62-66.

Vatterott, C. (2026). The teens are not alright: School and classroom practices to support student well-being. ASCD.