A holistic well-being approach, understood as an approach that pays attention to the promotion of individual, relational and collective well-being in a particular context, is proposed as a way to address the fragmented nature in which mental health and well-being programmes are implemented in school communities in South Africa. The goal of this paper is to indicate key aspects for sustainable coordination of a process to facilitate holistic well-being in South African schools. Research was conducted in six South African schools with the aim of developing an integrated, multilevel process to facilitate holistic well-being in these contexts. A participatory action learning and action research approach was applied. As part of this research, key aspects that could contribute to the sustainable coordination of holistic well-being were identified. The research comprised a cross-case analysis of the data gathered, as well as a focus group that was held with the coordinators who facilitated the development of the process in each school. In addition, the school principals completed a semi-structured questionnaire, and Skype interviews were conducted with four international experts. The five aspects identified as key to the sustainable coordination of well-being are: that ownership and responsibility should reside in the school context; that there should be a clear vision for the promotion of holistic well-being; that the connections between all involved should be deepened; that all efforts to promote holistic well-being should be integrated, and that the complexity of the process should be acknowledged.

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis book, A Scholarly Inquiry into Disciplinary Practices in Educational Institutions, is a collection of chapters based on original research dealing with issues of discipline and disciplinary practices in educational institutions. The aim of the book is to provide a scholarly and scientific perspective on the current state of discipline and disciplinary practices in schools and tertiary education settings. The issue of discipline is investigated from diverse paradigmatic and methodological perspectives presenting not only empirical but also philosophical research. The empirical perspective includes quantitative (positivistic), qualitative (interpretive) and mixed methods (pragmatic), designs and worldviews. This book offers a groundbreaking contribution to the field of learner or student discipline, as it offers insights into disciplinary practices and issues in educational institutions not hitherto researched, such as Technical Vocational Education and Training colleges and universities.This book contains original research that has not been previously published, and it does not contain any content plagiarised from any other publication. Where a chapter is based on research from a dissertation or thesis, pertinent information is clearly indicated in the chapter. The target audience of the book are specialists and scholars in the field of education as well as policymakers, teachers and students at different levels of the education system. Following a widely circulated call for papers, several manuscripts were submitted. The manuscripts were screened and suitable ones were retained. Thereafter, where applicable, each author had to confirm that ethical clearance procedures had been followed prior to the study. All manuscripts were subjected to iThenticate plagiarism detection, and the authors were requested to double-check their manuscripts and address areas where the similarity index might have been an issue. iThenticate reports were securely filed. Subsequently, revised manuscripts were subjected to an external, double-blind peer review process by a panel of national and international reviewers. After the external peer review, chapters were again returned to the authors for a final revision in accordance with the reviewers' suggestions. The final revised chapters were submitted to the publisher along with change logs of amendment...

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