Seminar 6: Implications for education policy and practice

University of Nottingham
12 and 13 November 2009

Interventions for emotional well-being require schools, welfare and health agencies to collaborate more closely than ever before. This has significant implications for educational goals, practices and outcomes and for professional roles and the knowledge, skills and practices they require. An overriding question is whether education can and should attempt to develop emotional well-being as a response to deep-seated social problems.