Well-being in schools: a conceptual model

Abstract

Health and well-being have mostly been separated from other aspects of school life. Health services and health education have been available for school-aged children in Western societies for a long time. Recently, more comprehensive school health programmes have been developed, e.g. the WHO 'health promoting school' and 'coordinated school health programme' in the USA. They focus on how to implement health promotion and health education in school. However, a theoretically grounded model based on the sociological concept of well-being is needed for planning and evaluation of school development programmes. The School Well-being Model is based on Allardt's sociological theory of welfare and assesses well-being as an entity in school setting. Well-being is connected with teaching and education, and with learning and achievements. Indicators of well-being are divided into four categories: school conditions (having), social relationships (loving), means for self-fulfilment (being) and health status. 'Means for self-fulfilment' encompasses possibilities for each pupil to study according to his/her own resources and capabilities. 'Health status' is seen through pupils' symptoms, diseases and illnesses. Each well-being category contains several aspects of pupils' life in school. The model takes into account the important impact of pupils' homes and the surrounding community. Compared with others, The School Well-being Model's main differences are the use of the well-being concept, the definition of health and the subcategory means for self-fulfilment. Making the outline of the well-being concept facilitates the development of theoretically grounded subjective and objective well-being indicators.

Gambaran School Well-Being pada Peserta Didik Program Kelas Akselerasi di SMA Negeri 8 Yogyakarta

“…Aspek ketiga meliputi pelayanan kepada siswa seperti makan siang di sekolah, pelayanan kesehatan, wali kelas dan guru bimbingan konseling (Konu & Rimpela, 2002). (Konu & Rimpela, 2002) Loving (Hubungan Sosial) Merujuk kepada lingkungan sosial belajar, hubungan siswa guru, hubungan dengan teman sekelas, dinamika kelompok, kekerasan, kerja sama sekolah dengan rumah, pengambilan keputusan di sekolah dan suasana dari keseluruhan organisasi sekolah. Iklim sekolah dan iklim belajar mempunyai dampak pada kesejahteraan dan kepuasan siswa di dalam sekolah.…”

“…Lebih lanjut, hubungan sekolah dengan lingkungan masyarakat adalah penting (misal hubungan dengan masalah sosial dan sistem pelayanan kesehatan). Hubungan siswa dengan guru merupakan peran penting dalam kesejahteraan di sekolah (Konu & Rimpela, 2002).…”

‘Everybody is Available to Them’: Support Measures for Migrant Students in Irish Secondary Schools

“…Previous studies suggest that efforts by school staff to create a supportive climate are likely to encourage student engagement, and prevent bullying (Eliot et al, 2010). In addition, supportive schools contribute significantly to the health and well-being of children through empowerment and participation (Konu and Rimpela, 2002;Osterman, 2000). A number of studies have shown that successful participation in school life is associated with school composition, and that, in addition to peer group dynamics, the socio-cultural context of the school matters (Author 2, 2010).…”

Kesejahteraan Sekolah Ditinjau Dari Orientasi Belajar Mencari Makna Dan Kemampuan Empati Siswa Sekolah Menengah Atas

“…dalam Keyes & Waterman, 2008). Bagi siswa sekolah, pencapaian serta penghargaan terhadap prestasi yang dimiliki dapat meningkatkan kepuasan mereka terhadap kehidupan sekolah yang dijalani (Konu & Rimpela, 2002) Orientasi Belajar Mencari Makna Ramsden (2003) mengemukakan orientasi belajar mencari makna adalah pembelajaran yang diarahkan pada dorongan untuk mengeksplorasi diluar pengetahuan yang diperoleh di sekolah. Orientasi belajar mencari makna, mendasarkan motivasi belajar pada pengembangan diri (aktualisasi diri).…”

“…Konsep yang bisa digunakan untuk melihat keberhasilan sekolah menjadi positive environment bagi tercapainya peak actualization siswa adalah school wellbeing (kesejahteraan sekolah). Hal tersebut sesuai dengan hasil yang didapat Konu & Rimpela (2002) melalui penelitiannya yang memperlihatkan bahwa untuk mendapat gambaran bagai-mana meningkatkan kesejahteraan siswa di sekolah, dapat digunakan konsep kesejahteraan sekolah. Bornstein, Davidson, Keyes & Moore, 2003), dinyatakan sebagai tercapainya kesuksesan hidup yang ditandai dengan adanya integrasi fungsi fisik, kognitif dan sosio-emosional.…”