Home / Current Issue / Paper 1702956
Teacher-Student Relationships Aid to Develop an Inclusive Learning Environment for Students with Depression
Subject area: Physical Sciences and Environment · Area of research: Environmental Studies
Abstract
Education has clearly become a motivating factor in moving the world towards knowledge innovation. In order to identify the depression problem faced by the students in their learning activities, teachers should take more attention to these students. This study examined the factors that influence students to get depression and how teacher-student relationships aid to develop an inclusive learning environment among students. The secondary data collection method has been applied in the research and data was gathered from secondary sources, mainly journals. The study concluded that there are many factors influenced students to get depression and teachers should play in an essential role to develop an inclusive learning environment among students in order to mitigate their depression. As a result, this study recommended that introducing new training programs that guide teachers on how to adapt and handle the changes needed to make the learning environment inclusive. And also schools should arrange regular workshops for students on stress management, time management, assertive training, and communication skills.
Keywords
Depression, Teacher-student relationships, Inclusive Education
References
[1] Anderson J and Boyle C (2015) ‘Inclusive Education in Australia: rhetoric, reality, and the road ahead’, Support for Learning, 30(1).
[2] Australia Bureau of Statistics (2017) ‘Cultural diversity in Australia’ retrieved 6th May 2020.
[3] Boon RT, Wilson R and Curwood JS (20140 ‘Inclusive education in Australia: An introduction to the special issue’, Journal of International Special Needs Education, 17(2) 45-47.
[4] Carrington S and Macarthur J (2012) ‘Teaching in Inclusive School communities’, John Wiley and Sons Australia Ltd.
[5] DiGiorgio C (2009) ‘Application of Bourdieuian theory to the inclusion of students with learning/ physical challenges in multicultural school settings’, International Journal of Inclusive Education, 13(2) 179-194.
[6] Klibthong S (2012) ‘Re-imagining inclusive education for young children: A kaleidoscope of Bourdieuian Theorisation, International Education Studies’, 5(4).
[7] Kumaraswamy N (2013) ‘Academic Stress, Anxiety and Depression among College Students- A Brief Review’, International Review of Social Sciences and Humanities, 5(1) 135-143.
[8] Rogers C (2007) ‘Experiencing an Inclusive education: Parents and their children with “Special educational needs’, British Journal of Sociology of Education, 28(1).
How to cite this paper
@article{1702956,
author = {B. Soba},
title = {Teacher-Student Relationships Aid to Develop an Inclusive Learning Environment for Students with Depression},
journal = {Iconic Research And Engineering Journals},
year = {2021},
volume = {5},
number = {4},
pages = {109-113},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1702956.pdf},
abstract = {Education has clearly become a motivating factor in moving the world towards knowledge innovation. In order to identify the depression problem faced by the students in their learning activities, teachers should take more attention to these students. This study examined the factors that influence students to get depression and how teacher-student relationships aid to develop an inclusive learning environment among students. The secondary data collection method has been applied in the research and data was gathered from secondary sources, mainly journals. The study concluded that there are many factors influenced students to get depression and teachers should play in an essential role to develop an inclusive learning environment among students in order to mitigate their depression. As a result, this study recommended that introducing new training programs that guide teachers on how to adapt and handle the changes needed to make the learning environment inclusive. And also schools should arrange regular workshops for students on stress management, time management, assertive training, and communication skills.},
keywords = {Depression, Teacher-student relationships, Inclusive Education},
month = {October},
}