{"title":"RRRR方法论在教育中的实施：对学生社会情感技能和教师幸福感的影响。","authors":"Veronika Bačová","doi":"10.1111/josh.70066","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Socio-emotional learning is increasingly recognized as essential for student well-being and academic success. The RRRR methodology (Resilience, Rights, and Respectful Relationships) integrates these principles into everyday teaching practice.</p><p><strong>Methods: </strong>A case study was conducted in three Czech schools during the 2022/2023 academic year: two primary schools (one urban, one in a socially excluded area) and one vocational secondary school. A mixed-methods approach combined classroom observation, teacher interviews, and student feedback.</p><p><strong>Results: </strong>Regular RRRR activities improved classroom dynamics, empathy, teamwork, and emotional regulation among students. Teachers reported enhanced well-being, greater stress resilience, and increased professional confidence.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Findings underscore the value of socio-emotional education in diverse school contexts. Wider adoption of the RRRR methodology could strengthen equity, inclusion, and mental health support within the Czech education system.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Implementation of the RRRR Methodology in Education: Impacts on Students' Socio-Emotional Skills and Teachers' Well-Being.\",\"authors\":\"Veronika Bačová\",\"doi\":\"10.1111/josh.70066\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Socio-emotional learning is increasingly recognized as essential for student well-being and academic success. The RRRR methodology (Resilience, Rights, and Respectful Relationships) integrates these principles into everyday teaching practice.</p><p><strong>Methods: </strong>A case study was conducted in three Czech schools during the 2022/2023 academic year: two primary schools (one urban, one in a socially excluded area) and one vocational secondary school. A mixed-methods approach combined classroom observation, teacher interviews, and student feedback.</p><p><strong>Results: </strong>Regular RRRR activities improved classroom dynamics, empathy, teamwork, and emotional regulation among students. Teachers reported enhanced well-being, greater stress resilience, and increased professional confidence.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Findings underscore the value of socio-emotional education in diverse school contexts. Wider adoption of the RRRR methodology could strengthen equity, inclusion, and mental health support within the Czech education system.</p>\",\"PeriodicalId\":50059,\"journal\":{\"name\":\"Journal of School Health\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2025-08-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of School Health\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1111/josh.70066\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Health","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1111/josh.70066","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Implementation of the RRRR Methodology in Education: Impacts on Students' Socio-Emotional Skills and Teachers' Well-Being.
Background: Socio-emotional learning is increasingly recognized as essential for student well-being and academic success. The RRRR methodology (Resilience, Rights, and Respectful Relationships) integrates these principles into everyday teaching practice.
Methods: A case study was conducted in three Czech schools during the 2022/2023 academic year: two primary schools (one urban, one in a socially excluded area) and one vocational secondary school. A mixed-methods approach combined classroom observation, teacher interviews, and student feedback.
Results: Regular RRRR activities improved classroom dynamics, empathy, teamwork, and emotional regulation among students. Teachers reported enhanced well-being, greater stress resilience, and increased professional confidence.
Implications for school health policy, practice, and equity: Findings underscore the value of socio-emotional education in diverse school contexts. Wider adoption of the RRRR methodology could strengthen equity, inclusion, and mental health support within the Czech education system.
期刊介绍：
Journal of School Health is published 12 times a year on behalf of the American School Health Association. It addresses practice, theory, and research related to the health and well-being of school-aged youth. The journal is a top-tiered resource for professionals who work toward providing students with the programs, services, and environment they need for good health and academic success.
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