Positive Education, Schooling and the Wellbeing Assemblage: Old and New Approaches to Educating the Whole Child

Wright, Katie; McLeod, Julie; Flenley, Rachel

doi:10.1007/978-3-030-95205-1_4

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…A phenomenological approach enabled children's accounts to be unpacked in detail, attending to language and moments of co-construction. Providing closer examination of feelings and meanings at the root of 'themes' identified as important for children's wellbeing in research is essential in challenging taken-for-granted, 'adultcentric' understandings of wellbeing (Ben-Arieh, 2005;Wright et al, 2022). Broadening analysis to include children's eudaimonia is another important contribution of this study, with few studies eliciting children's experiences of eudaimonia at school, despite eudaimonia's educational relevance (Clarke, 2020).…”

Section: Discussionmentioning

confidence: 98%

Children’s Lived Experiences of Wellbeing at School in England: a Phenomenological Inquiry

Clarke

Platt

2023

Child Ind Res

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This phenomenological inquiry investigated children’s wellbeing experiences at school, including their hedonic (feeling good) and eudaimonic (doing good) accounts, a distinction often overlooked. Further, while phenomenological inquiries of children’s mental ill-health exist, wellbeing, a fundamental part of mental health, is neglected. This is at odds with positive psychology which favours strengths-based approaches to studying human development. Phenomenology provides rich detail, facilitating deeper understanding of why and how certain factors affect wellbeing, as described by children themselves. A sample of 15 children (aged 9–11), attending one English primary school broadly representative of the national socio-demographic, engaged in interviews. Children’s experiences of ‘feeling good’ at school were characterised by: an interdependence on peers’ emotional states (described as ‘a domino effect’), a need to feel cared for by, and trust, adults, and desire for autonomy over their time. Children attributed mistrust in adults to adults disregarding seemingly incidental events which felt significant to children. Children experienced ‘doing well’ as equating to academic attainment, conveying a fixation with test scores, using language of ‘correctness’ and efficiency. Shame pervaded when ‘correctness’ was not achieved, with children describing being ridiculed for poor test scores. Recommendations for schools to support children’s hedonia include prioritising wellbeing curricula and emotional literacy, greater staff reflexivity, and prioritisation of pupil voice. To foster children’s eudaimonia, recommendations include the need for teachers to provide formative, personalised feedback for pupils focused on the learning process, and the need for Government to embrace a range of ways pupils can feel successful beyond academic attainment.

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Section: Discussionmentioning

confidence: 98%

Children’s Lived Experiences of Wellbeing at School in England: a Phenomenological Inquiry

Clarke

Platt

2023

Child Ind Res

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“…This is a significant evolution in the application of wellbeing science in schools, as several criticisms have been leveled at early attempts to address this large-scale issue. For example, some have criticized the overfocus on content over context (Ciarrochi et al, 2016;Kern et al, 2020), emphasizing the 'positive' over growth and challenge (Wong, 2011;Lomas and Ivtzan, 2015;Gruman et al, 2018), individual over collective wellbeing (Kern et al, 2020;Wright et al, 2022), explicit vs. implicit curriculum (Waters and Loton, 2019), and wellbeing theory vs. learning theory (White, 2021). However, moving beyond these polarities to instead embrace dialectical thinking that allows us to integrate these differing perspectives may enable us to design more sustainable solutions for implementing wellbeing in education.…”

Section: Introductionmentioning

confidence: 99%

Wellbeing integrated learning design framework: a multi-layered approach to facilitating wellbeing education through learning design and educational practice

Colla

Mossman

2023

Front. Educ.

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The interest in wellbeing education has risen dramatically as we emerge from a global pandemic and examine what is needed to address the lingering impacts in education. Of course, the need for wellbeing education was apparent long before this, driven by a need to mitigate the growing mental health challenges faced by our youth. Indeed, there is a substantial body of evidence for the impact of such education on students in primary through to tertiary settings. However, little is known about how we are “educating the educators” to facilitate wellbeing through their curriculum and educational practices. This goes beyond the topics or content of wellbeing education to focus more on how we create enabling environments for wellbeing to emerge in our educational practices. This article proposes a Wellbeing Integrated Learning Design (WILD) Framework to address this gap. We outline the central tenets of the WILD framework, including the underpinning theoretical principles and systems approach that guided the development. Practical examples are provided to demonstrate how the framework can be applied in preparing experienced educators to build enabling environments in their own context. We reflect on the insights gained in trialing the approach in an education faculty in a large Australian university and explore the opportunities to refine the framework further to support its replication in other educational settings.

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Interrogating ‘Wellbeing’ Through a Narrative Frame

Phillips,

Araújo,

Jones

et al. 2024

Narratives of Wellbeing

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Positive Education, Schooling and the Wellbeing Assemblage: Old and New Approaches to Educating the Whole Child

Cited by 3 publications

References 14 publications

Children’s Lived Experiences of Wellbeing at School in England: a Phenomenological Inquiry

Children’s Lived Experiences of Wellbeing at School in England: a Phenomenological Inquiry

Wellbeing integrated learning design framework: a multi-layered approach to facilitating wellbeing education through learning design and educational practice

Interrogating ‘Wellbeing’ Through a Narrative Frame

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