Abstract
This chapter documents teaching philosophies and practices from the perspective of agency schoolteachers working with in-risk students. Highlighted is the philosophy of holistic education, which emphasizes the whole growth of the learner, rather than only specific parts of student experience and capability. Students become more balanced in their outlook on life when they can value themselves and recognize their abilities concerning the world around them. This chapter draws on interview data that was collected from current agency schoolteachers in Southwestern Ontario. Holistic education is detailed, and this philosophy models a teaching approach that is ideal within all classrooms, especially those working with in-risk students.
TopBackground
Students experiencing social, emotional, developmental, and behavioural challenges may be faced with the risk of not reaching success without the appropriate intervention strategies and programs. These challenges may include the ability to regulate and express emotion in proper ways, explore the environment and learn, and form secure relationships with both adults and peers (Darling-Churchill & Lippman, 2016; Jones, Zaslow, Darling-Churchill & Halle, 2016; Yates et al., 2008). Maladjustment in these areas can impede a child's ability to function successfully in family, school, and other environments. Maladjustment can occur due to the influence of biological factors, as well as risk factors such as various exceptionalities, living in poverty, and lack of exposure to encouraging environments (Campie, Pakstis, Flynn, & McDermott, 2015; Hughes & Adera, 2006). The prevalence of mental health challenges amongst youth and adolescents is also on the rise. As many as 1 in 5 children in Ontario will experience some form of mental health challenges, such as anxiety disorder, attention-deficit disorder, conduct disorder, depression, bipolar disorder, schizophrenia, and suicide (MHASEF Research Team, 2015). The prevalence of these issues increases for students who may already be facing various risk factors, which can further compromise their chance of success.
Key Terms in this Chapter
Holistic Education: The development of an individual's intellectual, emotional, physical, social, creative, and spiritual potential.
Resiliency: The ability to positively react and adapt to difficult situations, stressors, and challenges in our lives.
Agency School: A temporary school setting that blends education and treatment in order to meet the needs of students who are unable to function in a community school setting.
Social and Emotional Learning: The process where individuals are able to learn and apply the knowledge and skills necessary to manage emotions, set goals, feel empathy, build and maintain relationships and make responsible decisions.
Day Treatment: Day treatment is a partial hospitalization program joint with education for those individuals with serious mental, emotional, developmental, and/or behavioural issues. These services are designed to prevent movement to a more intensive level of care.
Risk Factor: Risk factors are attributes, characteristics or exposures that increase an individual’s likelihood of academic failure or failure to complete high school.
Self-Regulation: The ability to control one's emotions, behaviour and thoughts in appropriate ways.