21st century woke up with due awareness of the importance of education. Only a sane and healthy body can perform better in the field of education. To ensure the well-being of people, and particularly the new generation, governments around the world take responsibility for providing such opportunities which are given below:
Venereal disease Education
As the number of people affected by venereal diseases is rising every day, it is becoming a cause of concern for the authorities at an alarming level (Unicef, 2007). Governments have set up regular sex education classes to give awareness to young kids to avoid being infected by serious diseases like HIV (Unicef, 2007). To encourage people to have frequent HIV screening tests. To infuse detailed knowledge about puberty and its relevant issues. To avoid abrupt and undeliberate pregnancy. To educate the young kids on how to make and live in respectable relationships.
Juvenile Delinquencies
Another cause of concern for societies at large is that kids and early teens fall into delinquency, which results in lifelong addictions and ultimate ruin (Unicef, 2007). To address this very frequent issue, the government set up rehabilitation centers where addicted teens and even older were not only given medical treatments but also given education about how to be moderate while using lesser relaxants occasionally.
Impacts of policy
Since the government is making such honest efforts to keep the generations of the nation healthy, its impact has obviously been appreciated from the part of the folks to its generous government (Stromquist and Monkman, 2014).
Changes in policy
There have been many changes throughout the years in different sets of government policies with the passage of time (Stromquist and Monkman, 2014). The empirical scientific results have a lot to do with different health-related policy makings, so there have to be constant changes on an invention basis. For example, the policy of banning alcohol and other intoxicants for everyone below eighteen years of age.
Part 2
Links between well-being and safeguarding in education.
Evidences on the basis of researches have proofed that only sound body has a sound mind. So it’s widely believed that to promote quality education, one has to simultaneously promote quality health, since all activities like education are only possible if the health permits one to move.
Multi-agency working
In the case of well-being and its impact on education, multi-agency cooperation remains at the heart of the entire effort (Diener, 2000). Though bringing together several different professions creates difficulties at times, it has been successful so far (Diener, 2000).
Effectiveness
Since all these efforts were selfless and purely humanitarian, their effects were amazingly high and encouraging (Diener, 2000). A clear example of this lies in the notable shortage in the number of HIV cases registered that hospitals used to report annually.
Serious case reviews
As we have seen earlier, the well-being of humans, particularly young people, has precedence over everything else (Machel, 2001). Governments around the world have also endorsed the need for proper addressing of the issue and have, to a fair extent, addressed it as well.
School policies
Schools’ policies regarding the issue have been of good care and have used the right approach. Sex education has almost become full-time for a particular period of school life (Machel, 2001)
Government authorities have assisted these schools in every possible to make means to educate the students about serious health hazards.
Key person
Well, as we had discussed, in multi-agency working, various different and professional departments collaborate among themselves to smoothen the job of healthcare and the well-being of students. It would be the responsibility of the Minister of Education to overlook all the things regarding this public welfare work
References
Diener, E., 2000. Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), p.34.
Dolan, P., Peasgood, T. and White, M., 2008. Do we really know what makes us happy? A review of the economic literature on the factors associated with subjective well-being. Journal of economic psychology, 29(1), pp.94-122.
Unicef, 2007. Child poverty in perspective: An overview of child well-being in rich countries (No. inreca07/19).
Stromquist, N.P. and Monkman, K. eds., 2014. Globalization and education: Integration and contestation across cultures. R&L Education.
Capps, R., 2005. The health and well-being of young children of immigrants.
Blustein, D.L., 2008. The role of work in psychological health and well-being: a conceptual, historical, and public policy perspective. American Psychologist, 63(4), p.228.
Amato, P.R., 2005. The impact of family formation change on the cognitive, social, and emotional well-being of the next generation. The future of children, pp.75-96.
Helliwell, J.F., 2003. How’s life? Combining individual and national variables to explain subjective well-being. Economic modelling, 20(2), pp.331-360.
Cohen, J., 2006. Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. harvard educational Review, 76(2), pp.201-237.
Lehman, A.F., 1983. The well-being of chronic mental patients: Assessing their quality of life. Archives of general psychiatry, 40(4), pp.369-373.
Machel, G., 2001. The Impact of War on Children: A Review of Progress Since the 1996 United Nations Report on the Impact of Armed Conflict on Children. United Nations Children’s Fund, 3 UN Plaza, New York, NY 10017.
