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Reducing challenging behaviour and maintaining Aboriginal and Torres Strait Islander (ATSI) and non-ATSI student retention through food and exercise in primary and secondary schools in New South Wales, Australia
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Reducing challenging behaviour and maintaining Aboriginal and Torres Strait Islander (ATSI) and non-ATSI student retention through food and exercise in primary and secondary schools in New South Wales, Australia

Gillian Stuart and Angela Turner
Food education and food technology in school curricula : international perspectives, pp.31-44
Contemporary Issues in Technology Education, Springer
2020
DOI: https://doi.org/10.1007/978-3-030-39339-7_3
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Chapter 3. Reducing Challenging Behaviour and Maintaining Aboriginal and Torres Strait Islander (ATSI) and Non-ATSI Student Retention Through Food and Exercise in Primary and Secondary Schools in New South Wales, AustraliaView
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Abstract

Exercise Food Health-based education programs Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management) Continuing and Community Education Curriculum
This chapter reflects on research projects and initiatives undertaken during my 40-year career as a classroom teacher, head teacher, regional educational consultant, teaching principal and principal. The work discussed in this chapter evolved through postgraduate research, in-school funded and unfunded projects and initiatives. Our combined analysis elicits an examination on pedagogy and the unique learning outcomes that emerged from these settings. The theoretical grounding for much of this work draws Maslow’s hierarchy of needs. More recently we present our joint research collaborations undertaken through cross-cultural and multidisciplinary teaching and learning contexts. This chapter emphasises that enriched learning environments supported through physical activities and food applications are by far the most salient influences to improve intellectual learning outcomes, physical dexterity, emotional strength and resilience in students.

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