Le sentiment de sûreté au lycée. Un enjeu majeur…

RésuméBut de l’étudeLe renforcement du sentiment de sûreté, chez des adolescents en lycée, est-il possible ? S’il s’avère positif, permet-il l’amélioration des apprentissages ? Et le monde médical peut-il y puiser des bénéfices en termes de santé mentale ?Sujets et méthodeIl s’agit d’une recherche-action. Des ateliers visant l’amélioration de l’aspect exploratoire du sentiment de sûreté (essentiellement gestion des émotions et de la communication entre pairs et avec les adultes) ont été mis en place auprès d’élèves de seconde. Les mesures ont été réalisées avant et après la période des ateliers, et avec groupes témoins. Elles concernent le sentiment de sûreté, et les capacités cognitives. Les professeurs de la classe ont évalué l’évolution des comportements et résultats scolaires.RésultatsLe renforcement de l’aspect exploratoire du sentiment de sûreté semble permettre l’amélioration de la représentation du sentiment de sûreté dans son ensemble, ainsi que l’amélioration des capacités cognitives, de l’investissement scolaire : comportement et résultats.ConclusionCe projet permet un soutien cognitif et affectif des élèves, quels que soient leur qualité de sûreté et leur niveau scolaire, un meilleur investissement, des relations apaisées entre pairs et avec les enseignants. Nous proposons que, si l’ensemble d’une équipe d’enseignants intégrait, aux contenus de leur enseignement l’aspect exploratoire du sentiment de sûreté, le lycée et l’école en général pourraient, non seulement éviter de nombreux échecs et décrochages scolaires, mais aussi, prendre leur part pour rendre les adolescents plus épanouis et autonomes, et participer à la prévention pour la santé mentale.

Purpose of the studyIs the school able to contribute to a safer and more attuned environment? If it proves to be possible, does this contribution improve the academic learning? Should the medical community take any advantage in terms of mental health?Target group and research methodIt is a “research-action”. Workshops were set up for a number of 16-years-old pupils in a French secondary school during their personal assistance periods. The purpose of these workshops was to explore the reinforcement of the exploratory aspect of the secure feeling, i.e. the management of emotions and communication between peers and with adults. As a consequence, the purpose of the workshops is not based on academic topics. Through different situations, pupils were encouraged to talk and to take part in discussions, to express their opinions, show their sense of humor, even to laugh at themselves, comment on a photograph, a painting, a piece of music or write a poem, the exploratory aspect of the secure feeling being the base of it all. In all the workshops, the pupils had to express themselves in an ethical and respectful way. Measurements were carried out before and after the period of the workshops, and with reference groups. They relate to the secure feeling, the visuo-spatial memory, the semantic memory and the cognitive abilities. The teachers assessed the improvement or non-improvement with respect to the pupil's behavior and academic results.ResultsThe findings of the research show that reinforcement of the exploratory aspect of the secure feeling, brings about the improvement of the representation of the secure feeling as a whole, as well as the improvement of memory, cognitive abilities, and the pupil's investment: behavior and academic results.ConclusionThis project allows the pupils to gain cognitive and affective backing, whatever the quality of their secure feeling or their academic level. It also means that not only are the relations between peers and with the teachers better, but it also encourages the pupils to invest themselves at school. We would bet that if the teaching staff integrated the exploratory aspect of the secure feeling into their teaching methods, there would be fewer failures and dropouts in secondary schools and in schools in general. Teenagers would also have a better sense of fulfillment, would certainly be more autonomous, and as a consequence these results lead us to believe that this way of teaching will also lead to mental health prevention.