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dc.contributor.authorDunseith, Ashley
dc.date.accessioned2015-02-04T19:18:11Z
dc.date.available2015-02-04T19:18:11Z
dc.date.issued2015-02-04
dc.identifier.urihttp://hdl.handle.net/10464/6054
dc.description.abstractWith most students in Canada spending approximately 180 days a year in school, averaging more than six hours a day (Morrison & Kirby, 2011), Wei, Szumilas and Kutcher (2011) argue that this places educational institutions in an unique position in terms of influencing the health and well-being of students. This brings forth the need for school environments to be utilized in ways that are conducive to promoting student development. Much of the educational and developmental components embedded within the school system as well as experiences within greatly influence student’s health and well-being. A national statement was made a concerning American children’s education and mental health that is greatly applicable to the Canadian school system. It was stated that schools “must be active partners in the mental health care of our children” because of the “important interplay between emotional health and school success” (Lazarus & Sulkowski, 2011, pp. 15-16). This identifies the need to ensure that all students, as much as possible, are being provided with safe environments and sufficient support in order to encourage positive developmental trajectories of student health and well-being.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectRecessen_US
dc.subjectStudenten_US
dc.subjectWell-Beingen_US
dc.subjectDevelopmenten_US
dc.titleStudent Perspectives of the Context of Recess; Implications for Student Well-Beingen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Child and Youth Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Child and Youth Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
dc.embargo.termsNoneen_US


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