Alicja Gałązka, Poland is a professor at the University of Silesia, a psychotherapist, psychologist, an international  licenced coach and an international master  trainer of Positive Psychology, NLP&Mindfulness. She is the President of  ICI ( International Coaching Institute ) in Poland and a  head of the Language Centre FUTURE in Poland. She is an author of over 400 articles published in Polish and English and numerous books. She is an active member of IDEA, National Drama Association and IATEFL. Her main interest is psychology and  drama in the ELT classroom. She is also a coordinator and participant of many international  projects, a regional adviser for Trinity  College London in Poland, teacher trainer cooperating with many  international educational  organisations. Email: a.galaska@wp.pl                          

 

Editorial

This text originally appeared in Teaching Times for English Teaching Professionals in France. TESOL France no 107, Autumn 2024, ISSN: 1266-7552

 

Introduction

Education is a means of preparing every individual for the challenges of the 21st century, showing them how to engage fully with learning about the world around them and discriminate between what is real and what is not. In an era where mental health is becoming increasingly recognized as a crucial aspect of overall well-being, the integration of positive education and mental health literacy into language teaching offers a transformative approach that empowers students. This integration not only enhances language acquisition but also fosters resilience, emotional intelligence, and a deeper understanding of one’s self and others. By embedding these principles into language curricula, teachers can create a supportive environment that nurtures both academic success and personal growth. Undoubtedly we need an education fit for purpose of the challenges we are facing, where all pupils thrive and make progress in learning and where wellbeing for everyone is at the heart of the school.

 

The importance of positive education

Positive education emerged from the study of positive psychology and puts equal emphasis on wellbeing and learning — making connections between the two. Students make more progress in learning when they are experiencing a safe and inclusive school environment, and feeling good about themselves and their progress, other people, and what is happening around them. This is not just about pupils, but also teachers, families and communities Positive education goes beyond traditional educational goals by emphasizing the development of students' strengths, well-being, and character alongside academic achievements. This approach is rooted in positive psychology, which focuses on what makes life worth living and how individuals can thrive. 

The framework of positive education encourages educators to cultivate an environment where students feel safe, valued, and motivated and where wellbeing and learning are equally important.. Students learn better when they are experiencing a safe and inclusive school environment and feeling good about themselves and other people 

Integrating practices such as gratitude exercises, mindfulness activities, strengths identification and psychological flexibility exercise into language lessons can significantly enhance students’ overall learning experience. When students learn to recognize and cultivate their strengths, they become more engaged and motivated learners, leading to better outcomes in language acquisition and retention.

 

The role of mental health literacy

Mental health literacy involves understanding how to recognize, manage, and seek help for mental health issues. In today’s educational landscape, where students face various stressors—from academic pressures to social challenges—mental health literacy is essential. It empowers students to understand their mental health and that of their peers, enabling them to create a supportive community.

By incorporating mental health literacy into language teaching, teachers can equip students with the language skills necessary to express their feelings and experiences. For example, lessons can include vocabulary related to emotions, coping strategies, and mental health conditions, allowing students to articulate their thoughts and seek help when needed. This vocabulary not only enriches their language but also normalizes discussions around mental health, reducing stigma and fostering a culture of understanding.

 

Synergy between positive education and language learning

The intersection of positive education and language learning has been researched for years and it  creates a dynamic framework that enhances both emotional and linguistic competencies. Language is not just a tool for communication; it is a vehicle for expressing thoughts, emotions, and experiences. By integrating positive education principles and strategies , language teaching can become a space for students to explore their identities, build resilience, and develop empathy—all of which are vital for their mental health.

Drama activities based on different drama strategies  in language classes can be designed around scenarios that promote problem-solving and emotional expression. Through these activities, students practice language skills while also engaging with real-life situations that require emotional intelligence and resilience. This dual focus on language and emotional development prepares students for the complexities of life beyond the classroom.

 

Practical strategies for integration

1. Creating a Positive and Safe Classroom Environment: Establishing a safe and welcoming classroom atmosphere is paramount. Teachers can use strategies such as positive reinforcement, open discussions about feelings, and collaborative learning to foster a sense of community. Activities like morning check-ins, where students share how they feel, can set a positive tone for language lessons.

2. Incorporating Mindfulness Practices: Mindfulness exercises can be seamlessly integrated into language lessons. For example, beginning a lesson with a short mindfulness activity—such as focused breathing or a guided visualization—can help students center themselves and enhance their focus. This practice not only aids in concentration but also promotes emotional regulation.

3. Utilizing Literature and Storytelling: Literature is a powerful tool for teaching both language and emotional literacy. Selecting texts that address themes of resilience, empathy, and mental health can spark meaningful discussions. Students can analyze characters’ emotions, motivations, and choices, allowing them to draw parallels to their own lives. This practice encourages critical thinking and emotional reflection, enriching their language skills.

4. Encouraging Reflective Journaling: Journaling offers students a private space to express their thoughts and feelings. Language teachers can prompt students to write about their experiences, aspirations, or challenges they face. This exercise not only improves writing skills but also enhances self-awareness and emotional processing. Reflection prompts can include questions such as, “What challenges did I face this week, and how did I cope?”

5. Promoting Peer Support Systems: Building a culture of peer support within language classrooms can significantly enhance mental health literacy. Students can be encouraged to work in pairs or small groups, where they share their thoughts and feelings about various topics. Peer feedback and support can create a sense of belonging, making it easier for students to discuss mental health openly.

6. Integrating Coping Strategies into Language Instruction: Educators can teach specific coping strategies through language lessons. For instance, vocabulary related to stress management, such as “deep breathing,” “taking a break,” or “talking it out,” can be incorporated into discussions. Role-playing scenarios where students practice these strategies can further reinforce their application.

Several educational institutions and programs have successfully integrated positive education and mental health literacy into their language curricula, yielding impressive results. Teachers reported that students not only improved their language skills but also exhibited heightened emotional awareness and resilience.

In another instance, a language program in a bilingual school in Canada introduced mental health literacy workshops alongside language instruction. Students learned to express emotions in both languages, which not only enhanced their language proficiency but also promoted a deeper understanding of cultural nuances in emotional expression.

These examples illustrate how integrating positive education and mental health literacy into language teaching can lead to holistic development, equipping students with essential life skills.

The benefits of integrating positive education and mental health literacy into language teaching extend far beyond the classroom. Students who develop emotional intelligence and resilience are better prepared to face life’s challenges. They learn to communicate effectively about their feelings, seek help when needed, and support their peers, fostering a healthier school community. Moreover, as students become more self-aware and emotionally literate, they are likely to perform better academically. The skills gained through this integrated approach—such as critical thinking, empathy, and effective communication—are invaluable in both personal and professional contexts.

 

Conclusion

Empowering students through the integration of positive education and mental health literacy into language teaching is essential in today’s educational landscape. By fostering a supportive environment that prioritizes emotional well-being, educators can equip students with the tools they need to thrive academically and personally. This holistic approach not only enhances language acquisition but also nurtures resilience, empathy, and self-awareness—skills that are vital for navigating life’s complexities. As we move forward in education, embracing this integration will create a brighter, more empowered future for our students, preparing them to be not just proficient language users but also compassionate and resilient individuals.

 

References

Auerbach, R. P., Mortier, P., Bruffaerts, R., Alonso, J., Benjet, C., Cuijpers, P., Demyttenaere, K., Ebert, D. D., Green, J. G., Hasking, P., Murray, E., Nock, M. K., Pinder-Amaker, S., Sampson, N. A., Stein, D. J., Vilagut, G., Zaslavsky, A. M., Kessler, R. C., & WHO WMH-ICS Collaborators. (2018). WHO World Mental Health Surveys International College Student Project: Prevalence and distribution of mental disorders. Journal of Abnormal Psychology, 127(7), 623–638. https://psycnet.apa.org/manuscript/2018-44951-001.pdf

Byrom, N. (2018). An evaluation of a peer support intervention for student mental health. Journal of Mental Health, 27, 240–246. https://doi.org/10.1080/09638237.2018.1437605

Cage, E., Jones, E., Ryan, G., Hughes, G., & Spanner, L. (2021). Student mental health and transitions into, through and out of university: Student and staff perspectives. Journal of Further and Higher Education, 45(8), 1076–1089. https://doi.org/10.1080/0309877X.2021.1875203

Gałązka, Alicja , Jarosz, Joanna The role of educational coaching in enhancing teachers' well-being during  pandemic "The New Educational Review" Vol. 64, No. 2 (2021), s. 39-49, DOI  10.15804/tner.2021.64.2.03

Gałązka, Alicja, Trinder Magdalena, Dziedzic Małgorzata,  Resilience in the Face of the Ongoing War in Ukraine and Coping Strategies Adopted by Polish Students of Modern Languages in Higher Education , “The New Educational Review" Vol 75 , No 1 (2024) s 67-77 DOI 10.15804/tner.2024.75.1.05
 

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