Building Bright Minds: A Comprehensive Study on Developmentally Appropriate Practices for Enhancing Elementary Students' Mental Health
DOI:
https://doi.org/10.56294/saludcyt20251085Keywords:
Learning model, developmentally appropriate practices, students' mental health, learning to prioritize students' potentialAbstract
Introduction: Quality learning is essential to achieve national education goals. However, current practices often neglect students’ mental health needs, and focus more on academic achievement.
Objective: The purpose of this study was to analyze the need to develop a Developmentally Appropriate Practices (DAP) learning model that specifically targets the mental health of elementary school students.
Method: This study used a qualitative case study design approach, involving 30 teachers and 3 mental health professionals from Surakarta city. Data were collected through in-depth interviews with educators and mental health professionals, as well as classroom observations. Data were analyzed thematically to identify relevant patterns and themes related to the development of the DAP learning model. Interview guides and observation sheets were used as research instruments.
Results: The findings revealed three main problems: 1) lack of attention to mental health aspects in the curriculum and learning practices, with an exclusive focus on academic performance; 2) lack of trained personnel to address mental health needs in schools; and 3) students face challenges in adapting to academic and social demands, which can lead to stress and mental health problems. The DAP learning model can improve the mental health of elementary school students by integrating emotional, social, and academic aspects, thereby fostering a supportive environment that increases students' sense of connectedness and confidence in learning.
Conclusion: The development of the Developmentally Appropriate Practices (DAP) learning model is essential to address the mental health needs of elementary school students. By incorporating emotional and social dimensions into educational practices
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