Teachers' capacity to care and students' well-being-evidence from empirical research

NAM LẦN THỨ V 304 | KỶ YẾU HỘI THẢO QUỐC TẾ VỀ SỨC KHỎE TÂM THAN TRE EM VIET TEACHERS’ CAPACITY TO CARE AND STUDENTS’ CH WELL-BEING-EVIDENCE FROM EMPIRICAL RESEAR Tran Thi Ta Anh', Nguyen Phuoc Cat Tuong’, Dinh Thi Hong Van’, & Nguyen Tuan Vinh? ABSTRACT: to promote well-being among In the world, intervention programs have been implemented students’ well-being much students There are good theoretical implications to believe that be understood as capacity to depends on teachers’ capacity to care Capacity to care can meet the needs of ourselves represent the feeling of empathetic concern and the performance to dimensions: receiving care, and others Capacity to care includes three crucial and linked Institute (2014) Accordingly, self-care and extending care as proposed by the Mind and Life in supportive learning in order to embody caring practices as well as to create and mainta their well-being and love of environments that enhance students’ well-being while retaining others, develop self- care for teaching, teachers need to acquire capacity to receive care from this assumption has not been themselves and extend care to people around them However, was, therefore, to attempt clearly discussed empirically Our purpose in this present paper to the correlation between to synthesize empirical evidence from previous research related and selection of original and teachers’ capacity to care and students’ well-being A search n 1999 and 2019 in major peer-reviewed articles in the English language published betwee le to show that there is a close educational databases was conducted The evidence is availab care However, there is no link between students’ well-being and teachers’ capacity to extend the quality and quantity of care evidence to affirm that students’ well-being is dependent on p for themselves Nevertheless, that-teachers-are-capable.to.receive from others and develo care and develop self-care there is strong evidence to show that teachers’ capacity to receive eing programs, therefore, is significantly related to their own well-being School-based well-b to care as a precursor fo student should begin with training activities to build teachers’ capacity programming Keywords: teachers; students, well-being; capacity to care INTRODUCTION over the last twenty or more, Our educational systems have not reacted to social changes are largely ignoring the full range of have put too much emphasis on academic achievement, and Graham, & Osguthorpe, 2013; human capacities that are needed to be happy (Velasquez, West, their academic achievement more Young Minds, 2017) Students feel that their school care about mental health crisis in schools than about them being happy (Young Mind, 2017) This results in a ‘University of Education, Hue University Email: tuanh.tran@yahoo.com University of Education, Hue University HIỂU BIẾT VỀ SỨC KHỎE TÂM THÂN Ở TRƯỜNG HỌC VÀ CỘNG ĐỒNG | 305 An estimated three children in every classroom has a diagnosable mental health problem (Green, McGinnity, Meltzer, Ford & Goodman, 2015) Rates of depression and anxiety in teenagers have increased by 70% in the past 25 years (Office for National Statistics, 2015) More seriously, we are now seeing dire and overwhelming statistics on bullying, hate crimes, trauma, anxiety, depression, sexual assault, substance abuse, suicide, behavior-based physical illnesses among students (Brzycki, 2013) Therefore, there has been increasing concern around the world about the wellbeing of students (Vandra, 2015) The promotion of young people's well-being is also definitely regarded as a key investment for the future to prevent poor mental health, reduce the burden of disease and improve physical health (WHO, 2010) In this context, there is increasing recognition that teachers play a key role in maintaining a well-being culture amongst their students (Roffey, 2012) A call for accelerated actions to improve the role of teachers for students’ well-being is becoming very urgent because in many part of the world, including Vietnam, teachers still use violence against their students (Bui, 2016; Merrill, 2018) This can become routine, and the school transforms from a nurturing into a harmful environment for millions of children In Uganda, out of 645 staff surveyed, 43% reported that they had used physical violence against students in the past week (Merrill, 2018) In the Andhra Pradesh and Telangana States of India, 78% of 8-year-old students, 34% of 15-year-old students said that they had been physically punished by teachers at school at least once in the previous week (UNICEFT, 2017) In Vietnam, out of 200 students surveyed, 48% fear their teachers; 26.3% reported that their teachers used physical punishment (Institute of Developmental Studies, 2008) Students exposed to violence are at risk of health problems such as depression, alcohol abuse and lower educational achievement (Gilbert et al., 2009; Kearney, Wechsler, Kaur, & Lemos-Miller, 2010) It is difficult to pinpoint why teachers act out against their students but the main cause may be attributed to their lack of capacity to care (Mind and Life Institute [MHL]], 2014) Capacity to care can be understood as capacity to represent the feeling of empathetic concern and the performance to meet the needs of ourselves and others (Nguyen, Beyers & Vakcle, 2018) Capacity to care, therefore, includes three crucial and interdependent dimensions: receiving care, self-care and extending care as proposed by the Mind and Life Institute (MLI, 2014) Each dimension empowers the others to balance teachers’ well-being (MLI, 2014) : Figure Three modes of care (MLI, 2014) Studies indicated that teachers’ extending care is a significant factor contributing to all domains of students’ life skills development (i.e., personal, social, academic, and career and V 306 | KỶ YẾU HỘI THẢO QUỐC TẾ VỀ SỨC KHỎE TÂM THÂN TRE EM VIET NAM LAN THỨ intrinsically linked talent development) and to their academic achievement, which in turn was 2011) However, unfortunately, to the enhancement of students’ well-being (Chan, Lau & Yuen, all the time, so many as a caring teacher, he/she is expected to extend care to his/her students Compassion fatigue is teachers lack the time and resources to care for and nurture themselves have experienced a form of burnout prevalent in the caring professions that so many teachers underpaid (MLI, They feel pressured to perform at extremely high standards, yet are overworked, Kingdom 2014) Teachers report the highest level of occupational stress in Australia, the United stress-evoking and America (Milburn, 2011) Teaching has been ranked as one of the highest professions from a database of 26 occupations (Johnson et al., 2005) Teachers who experience a cannot create a warm, high level of stress will not perform to the best of their ability and definitely and fundamental to caring environment which is crucial for a successful classroom atmosphere or worn out, their effectively engage students academically “When teachers become burned out, students’ achievement outcomes are likely personal survival” (Hattie, 2013; p.110) difficult to manage poor student behavior contribute to a negative classroom climate to suffer because they are more concerned with their Moreover, a teacher with burnout may find it more They may use reactive and punitive responses that and poor student-teacher relationships (Osher et al., that is difficult 2007; Yoon, 2002) Student misbehavior and teacher stress can form a vicious cycle high levels of to interrupt (Yoon 2002) Accordingly, students of a burnout teacher also report social, emotional, stress, negative perceptions of their school environment, and problems in the lizing and internalizing and behavioral areas, such as bullying, conflicts with peers, and externa mental health problems (O’Connell, Boat, & Warner, 2009) l, teachers In order to better able to welcome, care for and see students in their potentia put it “our ability themselves must also feel safe, valued, and supported, as MLI (2014, p.29) valued depends on our to create safe, trusting environments in which children feel that they are feel seen, welcomed and capacity to experience ourselves in the same way Moreover, when we ticizing ourselves” accepted, we easily value, love and treasure ourselves instead of self-cri om environments In the other word, to embody caring practices for students and create classro norms and daily social that support the on-going development of these practices through shared his/her capacity to receive interactions in the classroom, the teacher firstly should learn to deepen from their colleagues, care from others They should learn to seek social support and collaboration themselves as the object from principals and especially their students Learning to experience tional care to others, of unconditional care is an essential basis for extending this same uncondi relationship and including their students (MLI, 2014) Besides, to maintain a sustainable caring as an old cliché goes, their students’ well-being, teachers first need to take care of themselves It is necessary for “take care of yourself first or you will have nothing left to give others.” awareness, presence, teachers to learn to cope with stress and enliven their teaching by promoting flourish, compassion, reflection, and inspiration — the inner resources they need to help students If they not learn to socially, emotionally and academically (Jennings et al., 2011a, 2011b) to their students - is built receive care from others and develop self-care, their ability to extend care (MLI, 2014) In ona fragile base and their caring behavior will end up with compassion fatigue can take good care of other words, teachers must practice self-care and receiving care so that they as to create and maintain their students Collectively, in order to embody caring practices as well retaining their own supportive learning environments that enhance students’ well-being while capacity to receive care well-being and love of teaching, teachers need to acquire and balance the around them (Figure 2) from others, develop self- care for themselves and extend care to people HIỂU BIẾT VỀ SỨC KHỎE TÂM THẦN Ở TRƯỜNG HỌC VÀ CỘNG ĐỒNG Í 307 Teachers’ capacity to care Receiving Self-care care Extending care " a nt Teachers’ well-being Supportive and caring environment Students’ well-being Figure Teachers’ capacity to care and students? well-being In general, there are good theoretical implications to believe that students’ well-being much depends on teachers’ capacity to care While teachers’ capacity to extend care may directly links to students’ well-being, teachers’ capacity to receive care and develop self-care interacts with teachers? extending care to maintain and enhance teachers’ well-being, which in turn affects students’ wellbeing However, this assumption has not been clearly discussed empirically Our purpose in this present paper was, therefore, to attempt to synthesize empirical evidence from previous research related to the correlation between teachers’ capacity to care and students’ well-being Based on this synthesis, some implications and recommendations for school-based well-being promotion programs were also derived METHODS Arksey and O’Malley’s (2005) five-stage framework of a scoping review was applied in this paper: (1) identifying the initial research questions, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing and reporting the results were utilized in this review Identifying Research Questions The main focus of this paper is to synthesize empirical evidence from previous research related to the relationship between teachers’ capacity to care and students’ well-being In order to explore and map the relevant literature, we identify the following review questions: 1, What is the relationship between teachers’ capacity to care (i.e receiving care, self-care and extend care) and students’ well-being? EM VIET NAM LAN THU V 308 | KỶ YẾU HỘI THẢO QUỐC TẾ VỀ SỨC KHỎE TÂM THAN TRE 2, (i.e receiving care, self-care and Is there any interaction among three dimensions of care extend care) in teachers that affects students’ well-being? Identifying Relevant Studies ng the relationship between We included studies based on the following criteria: (1) studyi ing care) and well-being in teachers’ capacity to care (i.e., receiving care, self-care and extend y, compassion, self-compassion or students, including any related concepts of care (e.g., empath ve/negative effects, flourishing, or social support) and well-being (e.g., life satisfaction, positi training programs for teachers positive functioning); (2) studying the effectiveness of compassion (e.g., mindfulness-based to enhance stress reduction, compassion focused therapy) with aims articles or dissertations; (4) being students’ well-being; (3) being original and peer-reviewed and 2019 The summary of inclusion English language studies; (4) being published between 1999 and exclusion criteria is presented in table ‘Table Inclusion and exclusion criteria Time period Language Type of articles Population and sample Study focus Study design Exclusion Inclusion Criterion Studies outside these dates 1999 — 2019 Original Non- English English research, published in a| Notoriginal and peerreviewarticles, peer review journal, dissertation book chapters, commentaries or Students-(K-12 and undergraduates) All other agents conferences abstracts a passing Themes mainly related teachers | All articles made care and capacity to care and students’ well- | teachers’ -capacity to students’ well-being being Settings None / All designs _ institutional | All other settings School settings and formalized settings d, SciDirect, and ProQuest) A search in major educational databases (PsychInfo, PubMe across Google Scholar The linked was conducted The grey literature searches were completed the search is outlined in table descriptive key search term that was developed to guide Table Key search term Search term Component 1: “teachers” Component 2: “students” 39 Component 3: “capacity to care”, OR “care”, $6 “receiving care”, “self-care”, “extending care” OR sion” “social support”, OR “empathy”, OR “gompassion” OR “self-compas ive affect” OR “negative affect” OR Component (“well-being” OR “life satisfaction” OR “posit OR “flourishing”) “stress” OR “anxiety” OR “depression” OR “positive functioning” HIỂU BIẾT VE SỨC KHỎE TÂM THÂN Ở TRƯỜNG HỌC VÀ CỘNG ĐỒNG Í 309 Study Selection Records identified through database searching (n = 572) vv Additional records identified through other sources (n= 0) Duplicates (n= 132) Level 1: Screening: Records screened ¥ Ỳ Full-text articles assessed for eligibility (n= 90) YỶ after duplicates removed (n= 440) Records excluded (n =350) Full-text articles excluded (n = 72) Studies included in synthesis (n= 18) Figure Flow diagram of article selection Overall, the search strategy identified 572 records There were a number of articles removed from the search as they were duplicated in those databases Besides, the screening process of the abstracts revealed some articles that were irrelevant These articles were primarily associated with capacity to care in nursing contexts, irrelevant participants or related with irrelevant concepts Guided by the inclusion and exclusion criteria, only 18 were retained for the final synthesis (Figure 3) , Data Charting and Collation Summarized information related to included studies were developed Author, year, location of study, study design and sample size and brief outcomes of the individual selected study were presented in Table Summarizing and Reporting Findings Eighteen studies including cross-sectional, longitudinal, experimental, meta-analysis, systematic review studies were selected for analysis (Table 3) Most of them (13 studies) focus on teachers’ capacity to extend care and students’ well-being As seen from Table 3, two longitudinal studies of Péssel, Rudasill, Sawyer, Spence, and Bjerg (2013) and Reddy, Rhodes, and Mulhall (2003) on a very large sample showed that increases in teachers? ability to provide support and care to students could result in increase in emotional adjustment and decreases in depressive symptomology over among adolescents Study by Tenant et al (2015) and Van Ryzin, Gravely, TẾCVỀ SỨC KHỎE TÂM THAN TRE EM VIET NAM LẦN THỨ V 310 | KỸ YẾU HỘI THẢO QUỐ academic and social-emotional and Roseth (2009) demonstrated that teachers’ support promotes out that there was a significant functioning of adolescents Guess and Bowlings (2016) also found cally, Miller (2008) correlation between teachers’ support and students’ life satisfaction Specifi to listen; be friend; reward revealed that teachers’ extending caring behavior such as “willingness or problems during class students with appropriate behaviors; reduce anxiety” will decrease behavi ents and improve student’s behavior, which leads to positive growth of adolesc y to receive care and develop No studies have directly addressed the impact of teachers’ capacit nship between teachers’ self:care on students’ well-being Rather, only 03 studies focus on the relatio that teachers’ well-being capacity to receive care with their own well-being, with the implications al (2011) insisted that the may lead to students’ well-being Typically, review research by Split et was very important influence of affective teacher-student relationships on teachers’ well-being y to develop self-care Only two studies provide evidence for the link between teachers’ capacit sed this issue Teachers and their own well-being Studies by Jennings et al (2011) partly addres and Resilience in Education) - a who took part in CARE for teachers (Cultivation Awareness help teachers with self-care mindfulness-based intervention program uniquely designed to cantly improved their practices to reduce stress, manage anger and other difficult emotion, signifi optimal emotional well-being More importantly, teachers also increased their ability to provide more questions, not using and instructional support to their students (€.g smiling more, asking nship might positively impact punishment, not yelling) This supportive student-teacher relatio students’ well-being nship between all No empirical studies have directly and simultaneously examined the relatio ing as well as their interactions three dimensions of capacity to care in teachers and students’ well-be in predicting well-being in students DISCUSSION care) is expected associated Teachers’ capacity to care (i.e receiving care, self-care and extend only foeuses öñ the relationship with students’ overall well-being However, all relevant research No studies have addressed the between teachers’ capacity to extend care and students’ well-being on students’ well-being There impact of teachers’ capacity to receive care and develop self-care s play an important role in is no disagreement among studies about the conclusion that teacher n existing empirical studies, building the well-being of students by their capacity to care Thirtee impacts students’ well-being indeed, expectedly suggest that teachers’ extending care positively you know until they know how Teaching is about relationships “Students dont care how much indeed at heart of students’ much you care” (Maxwell, n.d.) Support and care from teachers are p academically, emotionally lives Students who have caring relationships with teachers develo and socially between students and their However, describing the development of caring relationships not be considered a one-way teacher, Kim and Schallert (2011) showed that caring could ed on students’ reciprocal characteristic of what teachers and are, but rather that it depend individuals are in a much better responses Teachers who feel respected, trusted, and cared about as nt, respect, and support position to offer the same support to their students The acknowledgme rewards and give meaning to perceived and received from students afford teachers with internal g (Spilt et al., 2011) Three work so that they can cope with challenges and difficulties in teachin HIỂU BIẾT VỀ SỨC KHỎE TÂM THÂN Ở TRƯỜNG HỌC VÀ CỘNG ĐỒNG Ì 311 studies selected for analysis in this present study confirm that teacher wellbeing is predicted by the quality and quantity of their relationships with students A positive sense of wellbeing does indeed contribute to work satisfaction and productivity, and most importantly, teachers’ positive influence on their student’s wellbeing The positive relationships with students, parents, colleagues and leadership can have an affirmative influence on teachers’ sense of well-being and then their students’ well-being This is an area worthy of further research Based on our search, there is very little research on how teachers’ capacity to care impact the professional and personal lives of teachers and no studies have investigated the relationship teachers’ capacity to receive care and students’ well-being Similarly, future research is needed to investigate the relationship between teachers’ capacity to develop self-care and their own well-being as well as their students’ well-being Self-care practices help teachers meet the challenges in a positive way to maintain their well-being so that they are able to take care of their students’ well-being More significantly, the relationship between teachers’ capacity to care and students’ well-being should be holistically examined in the light of the interaction and combination of care dimensions rather than separately consider each dimension Studies confirming the interaction between care dimensions to predict well-being might provide us a more comprehensive understanding about the link between teachers’ capacity to care and students’ well-being This avenue should be fruitfully explored in future studies In another aspect, it can be generalized from relevant studies that teachers’ capacity to care and enhances students’ well-being in two dimensions: firstly, teachers’ capacity to care help create a caring environment and supportive student-teacher relationships that help students flourish socially, emotionally and academically Supportive student-teacher relationships play an important role in students’ feelings of connectedness to school and social-emotional outcomes Secondly, students learn to develop self-discipline, support and encourage one another by teachers modeling desired cating behaviors (Noddings, 2005) Students learn to become caring by being in care Students also learn from the way teachers regulate their emotions in a constructive way, successfully solve problems in potentially stressful situations and effectively seek support from colleagues and their students Social and emotional competencies of teachers, indeed, have a great impact on the academic performance, social-emotional learning and well- -being of their own students Gones & Bouffard, 2012) And such, in order to enhance students’ well-being, teachers need to be supported in the development of their capacity to care for their own sake so that they can model desired caring behaviors and foster a caring environment for students F ‘indings from a study conducted by Wanless and Domitrovich (2015) on school’s readiness to implement new intervention affirmed that teachers with strong social-emotional skills tend to conduct new social-emotional intervention programs more faithfully It is why school-based well-being programs should begin with training activities to build teachers’ capacity to care as a precursor to student programming (MIL, 2014) Schonert-Reichl et al (2016) even highlighted that it is necessary to provide care training not only for in-service teachers as professional development but also for pre-service teachers NAM LẦN THỨ V 312 | KỸ YẾU HỘI THẢO QUỐC TẾ VỀ SỨC KHỎE TÂM THAN TRE EM VIET ‘gureys ?S4VN) 92/102 “4‡@Ixưe 9AJJ#ổSU IỊA ‘worssoidep ÁToAnZsu SUOHOe “(ssoussojador pu “0IOpe1oq “KHIOAA “1©ØU8 2IÙPEOE Ayueoyrasis pure (erte1 pưe “apHd “do 45212101 “+ueuofs “82 !SqVđ) suonoure 9TI9P929 aaTysod YIM p9TB[2I09 Ẩ[aArsod Apuvoyrusis SỊ 1Ođđng 190891 181 292pIA9 8OS SỊ 219111, “HOTO57SII6S 2JI pưø 1ioddns [EIOIEIHIOJUT 99412 P2181SUOUI9P UOIBI902 | va JS9UỔH 2W] HA “UOD26JSIIES SH[ ,5}2959[OPĐ 199195 yin ÁT}UE9HTU8IS p28I94109 212A% 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pajonsuoo 9W]920i 1A SS2U9SOI219 P pư0 “§SB128 112) 35 1e) UỊ t SJISPpñTJS SS2UP2†EI21 2] O Spued2p 8u1eq-]JeA\ ,S12U2891, s8urput yueaspay | Sues = (0S=0) 1242541 (€p=u) S12291 †uep's “(j£=u) sreøsaL sf sä Toe 110 8zequaa1 Bi 812992 ‘3 ãneeor 8iequ95iD 21990 z 1900) roqAAO0 “ve S chm Apmis ramet reo, : Ánưno2 S10 1aqoos 2% +a88suoirqT ZYCTON syưed†anved| AURULIOD) pue 9Insnv & (€§=0) s1eqo941, reo 1107 Apns sữ Le uawooy Ids 0I0£ | 95SE1% gữ~1[ sa Aung spuetJ2N| (0=) s12qø89[, : sjuedioyseg | HIỂU BIẾT VỀ SỨC KHỎE TÂM THÂN Ở TRƯỜNG HỌC VÀ CỘNG ĐỒNG | 315 CONCLUSION Nowadays, adolescents are struggling with many mental health problems The evidence is available to show that there is a close link between students’ well-being and teachers’ capacity to extend care Caring from and connectedness with teachers are major factors in promoting student well-being However, there is no evidence to affirm that students’ well-being is indirectly dependent on the quality and quantity of care that teachers are capable to receive from others and develop for themselves Nevertheless, there is strong evidence to show that teachers’ capacity to receive care and develop self-care is significantly related to their own well-being Therefore, we may refer that it will has significant effects on students’ well-being because “pupil well-being and teacher well-being: two sides of the same coin” (Roffey, 2012, p.8) We cannot separate student well- being from teacher well-being Well teachers promote well students (McCallum & Price 2010), so for students to flourish, we must cherish teachers Wise school leaders who want all students to flourish will find ways to cherish their teachers within a whole-school, well-being framework In the current educational environment, where schools are trying to increase student wellbeing through social-emotional learning programs with a diminishing budget, teachers’ well-being has been still neglected Educators typically receive little training and support for implementation and for supporting students’ social and emotional development and even less training and support for educators’ own social and emotional competencies (Jones & Bouffard, 2012) This literature review, based on empirical data coming from studies on educational care, may be a wake-up call to schools has neglected teachers’ capacity to care More importantly, empirical evidence help build an integrated framework of intervention programs that promote students’ well-being through enhancing their teachers’ capacity to care Such programs should simultaneously deal with all three dimensions of care in teachers and integrate teachers and students in the same program, aiming for the relational co-development of these caring capacities and the creation of a caring environment REFERENCES Arksey,H.andO?Malley,L.(2005).Scopingstudies: Towardsamethodological framework, International Journal of Social Research Methodology, 8(1), 19-32 doi: 10.1080/13645570320001196 16 Braycki, H.G (2013) 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Educational and Child Psychology, 29(4) 8-17 Retrieved from www.sueroffey.com/wp-content/uploads/import/32Roffey%20ECP29-4.pdf THỨ V 318 | KỸ YẾU HỘI THẢO QUỐC TẾ VỀ SỨC KHỎE TÂM THẦN TRẺ EM VIỆT NAM LẦN 37 ce of teacher—student Spilt, J., Koomen, H.M & Thijs, J (2011) Teacher wellbeing: The importan -011-9170-y relationships Educational Psychology Review, 23 (A), 457-477 doi: 10.1007/s10648 38 ral model of academic Suldo, S M., Shaffer, E S., Riley, K (2008) A social-cognitive-behavio 56-69 doi: 10.1037/1045predictors of adolescents’ life satisfaction School Psychology, 23(1), , 3830.23.1.56 39 40 N (2014) Students’ Tennant E., Demaray M K., Malecki C K., Terry M.N., Clary M., Elzinga Psychology ratings of teacher support and academic and social-emotional well-being School 106 Quarterly, 30(4), 494-512 doi: 10.1037/spq0000 nts [PDF File] UNICEF (2017) familiar face: Violence in the lives of children and adolesce _of_children_and_ Retrieved from https://www.unicef.org/publications/files/Violence_in_the_lives adolescents.pdf 41 and engagement in Van Ryzin, M J., Gravely, A A., & Roseth, C J (2009) Autonomy, belongingness, 42 caring relationships in Velasquez, A West, R., Graham, C., & Osguthorpe, R (2013) Developing 43 Vranda, M.N 44: 45 46 Adolescence, 38(1), school as contributors to adolescent psychological well-being Journal of Youth and 1-12 doi: 10.1007/s10964-007-9257-4 Education, 1(2), 162schools: A review of the research on caring and nurturing pedagogies Review of 190 doi: 10.1002/rev3.3014 (2015) Promotion of mental health and well-being of adolescents in schools - A 0303 NIMHANS Model Journal of Psychiatry, 18G) 303-307 doi: 10.4172/2378-5756.100 ased Social-Emotional Wanless, $.B & Domitrovich, C.E (2015) Readiness to Implement School-B to Maximize Quality, Learning Interventions: Using Research on Factors Related to Implementation Prevention Science, 16(8), 1037-1043 đoi:10.1007/s11121-0 15-0612-5 WHO (2010) Mental health and development: as a vulnerable group [PDF File] Geneva, publications/2010/9789241563949_eng.pdf targeting people with mental health conditions WHO Press from whglibdoc.who.int/ relationships: Stress, negative Yoon, J (2002) Teacher characteristics as predictors of teacher-student );485 493.~.doi:10.2224/ affect; and self-efficacy: Journal of Social Behavior and-Personality;-30(5 sbp.2002.30.5.485 47, Retrieved Young Minds (2017) Research for Wise Up campaign youngminds.org.uk/wiseup [PDF File] Retrieved from http://www  ... while capacity to receive care well-being and love of teaching, teachers need to acquire and balance the around them (Figure 2) from others, develop self- care for themselves and extend care to. .. Teachers’ capacity to care Receiving Self -care care Extending care " a nt Teachers’ well-being Supportive and caring environment Students’ well-being Figure Teachers’ capacity to care and students?... implications to believe that students’ well-being much depends on teachers’ capacity to care While teachers’ capacity to extend care may directly links to students’ well-being, teachers’ capacity to receive