Charles Ungerleider, Professor Emeritus, The University of British Columbia
[permission to reproduce granted if authorship is acknowledged]
After reading my blog about mental health in schools, my UBC colleague, Jason Ellis, sent me two interesting articles by Catherine Gidney, a Canadian historian. Though he did not say so directly, in sending me those articles, Ellis was suggesting that the current concern among educators about student mental health fits prominently within the context of educational discussions in Canada.
In her article, "From a 'Disciplined Intelligence' to a 'Culture of Care'," Gidney describes the shift in educational focus from developing disciplined intelligence to fostering a culture of care. The rising concern for student mental health is a contemporary manifestation of the shift Gidney describes. As education moved away from primarily focusing on intellectual development and moral character in line with Anglo-Christian values, it began to incorporate a broader understanding of student well-being, which includes mental health.
The emphasis on empathy, diversity, and inclusivity in the later stages of the twentieth century aligns with current concerns about mental health. Educators today are increasingly aware of the importance of emotional literacy, mental resilience, and the overall emotional and psychological well-being of students.
In Gidney’s article, “‘Breathe in… breathe out’: Contextualizing the Rise of Mindfulness in Canadian Schools,” she analyses the rise of mindfulness in Canadian schools. Gidney describes the role of schools in addressing emotional regulation, stress management, and overall mental health. The integration of mindfulness practices into the curriculum is a response to the need for tools and approaches that support students' mental health and well-being.
The mindfulness movement in education, as Gidney notes, is part of a broader trend towards holistic development that includes mental health. This reflects a deeper understanding of the interconnectedness of emotional, social, and intellectual development in students.
I am
writing about this because I found the two papers by Gidney of interest and
thought readers of this blog might also. Her analysis of the historical shifts
in educational priorities and practices provides a context for understanding
the current emphasis on student mental health. It shows a trajectory from a
narrow focus on academic achievement and character formation to a more
inclusive and holistic approach that considers the emotional and psychological
needs of students as central to their education and development. This
historical perspective helps to locate the current attention to student
mental health in the context of educational philosophy and practice. Thanks,
Jason.