Full
Full
EDUCATIONAL
CONTEXTS
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TABLE OF CONTENTS
Foreword
Licensing
1: Chapters
1.1: Connecting And Activating Prior Knowledge
1.2: Theoretical Conceptualisations of Wellbeing
1.3: Policy, Frameworks and Legislation Informing a Focus on Wellbeing
1.4: Contemporary Perspectives on the Impactors and Enablers to Wellbeing
1.5: Pragmatic Applications of Embedding an Education Wide Focus on Wellbeing
1.6: in your context
1.7: Conclusion
Index
Glossary
Detailed Licensing
1 https://socialsci.libretexts.org/@go/page/46493
Foreword
Acknowledgement of country
In the spirit of reconciliation the authors wish to acknowledge the Giabal and Jarowair peoples of the Toowoomba area, the Jagera,
Yuggera and Ugarapul peoples of Ipswich and Springfield, the Kambuwal peoples of Stanthorpe and the Gadigal peoples of the
Eora nation, Sydney as the keepers of ancient knowledge where USQ campuses and hubs have been built and whose cultures and
customs continue to nurture this land. As authors, we acknowledge the cultural diversity of all Aboriginal and Torres Strait Islander
peoples and pay respect to Elders past, present and future. We celebrate the continuous living cultures of First Australians and
acknowledge the important contributions Aboriginal and Torres Strait Islander people have and continue to make in Australian
society. The authors wrote this textbook on the lands of the Giabal and Jarowair peoples of the Toowoomba area.
Acknowledgement
We sincerely thank Adrian Stagg, Manager (Open Educational Practice), Program Quality and Enhancement at the University of
Southern Queensland who encouraged and guided us to publish our on-line textbook. His support and problem solving skills have
been greatly appreciated as he helped bring the project to fruition. We also thank the Media Design and Development (MDD) team
at the University of Southern Queensland, who helped us to create some of the media images used in this text. The kindness of
colleagues has also been greatly appreciated as many people especially Melissa Fanshawe, took the time to provide feedback on
images that we were considering for the book. Thank you to everyone who helped us in our journey to embrace the Pressbooks
platform so that we could help realise our vision of providing an open, free, easily accessible textbook.
Wellbeing as an issue
Wellbeing has been identified as a serious issue for principals, teachers and students within educational contexts. The problem of
principal health and wellbeing has also been recognised at both national and state levels in Australia for the at least a decade and
has been acknowledged as an issue of concern by the state, private, and independent school sectors. The first full scale independent
study into the occupational health, safety and wellbeing of Australia’s school principals paints a pretty grim picture about the
current work conditions for Australia’s school leadership (Riley, 2014). The survey of 2,049 principals found that along with
threats and acts of violence, school principals are also more likely to be bullied, and are dealing with ever-increasing volumes of
work and health problems due to stress (Riley, 2014). Phillips and Sen (2011, cited in Riley, 2014) reported that, “work related
stress was higher in education than across all other industries…with work-related mental ill-health…almost double the rate for all
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industry” (p. 177-8). This trend appears to be continuing, with another report suggesting that that in Queensland over $10 million
has been paid in five years to stressed teachers and that teachers are making more mental stress claims than in any other industry
(Worksafe Queensland, 2013, as cited in Acton & Glasgow, 2015). Reducing these impacts of work stress in the teaching
profession has been the focus of much research in education. Although historically resilience to stress has been the main focus of
studies, research in the area has recently shifted towards the school wide promotion of wellbeing (Powell & Graham, 2017).
Within the wellbeing literature, there is a shared view that educational contexts are best positioned to reach out to everyone and
explicitly teach and promote wellbeing, potentially arresting trends of reported declining student and teacher wellbeing (Acton &
Glasgow, 2015; Hogan, Thompson, Sellar, & Lingard, 2018), principal wellbeing (Riley, 2014), or of feeling of not belonging
(Allen, Kern, Vella-Brodrick, Hattie, & Waters, 2018; Seligman, Ernst, Gillham, Reivch & Linkins, 2009). There is, however, a
lack of consensus as to the application and delivery of wellbeing programs within educational systems and educational contexts
(Powell & Graham, 2017) and it is in this space that we hope to make worthwhile contribution.
References
Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of
Teacher Education, 40 (8), 6.
Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school
belonging: A meta-analysis. Educational Psychology Review. 30 (1), 1-34.
Hogan, A., Thompson, G., Sellar, S., & Lingard, B. (2018). Teachers’ and school leaders’ perceptions of commercialisation in
Australian public schools. The Australian Educational Researcher, 45 (2), 141-160.
Powell, M.A. & Graham, A. (2017). Wellbeing in schools: Examining the policy practice nexus. Australian Educational
Researcher, 44 (2), 213-231. doi.org/10.1007/s13384-016-0222-7
Riley, P. (2014). Australian principal occupational health, safety and wellbeing survey: 2011–2014 data. Melbourne, VIC: ACU.
Seligman, M., Ernst, R., Gillham, J., Reivich, K. & Linkins, M. (2009). Positive education: Positive psychology and classroom
interventions. Oxford Review of Education, 35 (3), 293-311. doi: 10.1080/03054980902934563
Worksafe Queensland. (2013). Queensland teachers most stressed workers. Retrieved 23 March 2015 from:
www.worksafe.qld.gov.au/education/articles/queensland-teachers-most-stressed-workers
2 https://socialsci.libretexts.org/@go/page/46467
Licensing
A detailed breakdown of this resource's licensing can be found in Back Matter/Detailed Licensing.
1 https://socialsci.libretexts.org/@go/page/166674
CHAPTER OVERVIEW
1: Chapters
1.1: Connecting And Activating Prior Knowledge
1.2: Theoretical Conceptualisations of Wellbeing
1.3: Policy, Frameworks and Legislation Informing a Focus on Wellbeing
1.4: Contemporary Perspectives on the Impactors and Enablers to Wellbeing
1.5: Pragmatic Applications of Embedding an Education Wide Focus on Wellbeing
1.6: in your context
1.7: Conclusion
This page titled 1: Chapters is shared under a not declared license and was authored, remixed, and/or curated by Susan Carter and Cecily
Andersen (University of Southern Queensland - Open Access Textbooks) .
1
1.1: Connecting And Activating Prior Knowledge
Key Concepts:
Making meaning of the text.
Connecting and activating pertinent prior knowledge on wellbeing within educational contexts.
Connecting with your own sense of wellbeing.
Guiding question:
What do you already know about wellbeing and what do you need to learn?
Introduction
Educational contexts (e.g., schools, special education units and early childhood centres) are places of social hope capital, a place
and space where people can inspire positive thinking, engage in educational growth and the sustainment of wellbeing. Considerable
research suggests that the promotion of wellbeing, is a core role of schools and teachers are in a prime position to recognise
changes indicative of wellbeing concerns.
The quality of life or wellbeing of an individual or community is a function of the actual conditions of that life and what an
individual or community makes of those conditions. What a person or community makes of those conditions is in turn a function of
how the conditions are perceived, what is thought and felt about those conditions, what is done and, finally, what consequences
follow from all these inputs. People’s perceptions, thoughts, feelings and actions, then, have an impact on their own and others’
living conditions (Michalos, 2007, p.4).
Prior to embarking on this journey of exploring wellbeing within educational contexts, this Chapter will connect with your prior
knowledge on wellbeing and explore your own sense of wellbeing.
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reasoned answers than novices. Re-examining prior knowledge shapes firm foundations on which to develop new learning
experiences, and supports self-worth, reducing feelings of ignorance or general lack of ability, as new stimulating options are
created when linkages are made between past ideas and new information (Andersen, 2018). Activating and connecting pertinent
prior knowledge is vital in setting the scene.
Activity
Let’s connect with your own prior knowledge by considering the topic of this textbook – wellbeing,
and specifically wellbeing within educational contexts. Complete the tasks below.
THINGS I WANT or NEED TO
THINGS I UNDERSTAND THINGS I THINK I UNDERSTAND
UNDERSTAND and LEARN HOW TO DO
What do you already understand about What do you want or need to to find out?Why
What do you think you understand?
wellbeing in general? do you want or need to find this out?
What do you already understand about What are you already able to do in fostering
Why is this important for you?
wellbeing in educational contexts? wellbeing with your current context?
What do you currently understand about how What level of expertise/ experience do you
What do you want to learn?
to foster wellbeing in your current context? have?
Table 1.1 Connecting with your prior wellbeing knowledge to what you want or need to learn. Adapted from Campbell, L. &
Campbell, B. (2009). Mindful learning: 101 Proven strategies for student and teacher success, Thousand Oaks, CA: Corwin Press.
p.14
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How would you rate your own wellbeing? Is this accurate? What evidence do you use to validate this? Would others see you the
same way?
What are your core values? How are they aligned / or not aligned to your context’s core values? How does this impact / or not
impact on your wellbeing?
What do you stand for? What principles guide you? How do they impact / or not impact on your wellbeing?
Activity
Rochat’s (2003) extensive study on the development of self-awareness offers one way of conceptualising levels of self-
awareness, and how self-awareness develops over time as a result of life experiences (see Table 1.2). Where would you place
your level of self-awareness? What evidence do you have to support the level you have identified? How accurate is your
judgement? How could you validate your judgement?
Leve
Rochat’s Levels of Development Description
l
Having no self- awareness or understanding of a how individual actions connect to, or impact on the
0 Confusion
environment.
At this level there is an awareness of a difference between what is perceived by self and what is
1 Differentiation
reflected in an environment, and gaining a sense of how self is situated relative to that environment.
A growing understanding that the results of self-produced actions can be observed in, and can
2 Situation
impact on the impact on the environment.
Basic self-awareness. Consciousness and active gathering and processing information from the
environment with a focus on the reality (impact) of own behaviour. Identification of own feelings,
3 Identification
physical sensations, reactions, habits, behaviours and thoughts. Understanding of how self is
managed and how one engages with other people.
A recognition that this is me and I am stuck with it (sometimes). The self is able to be identified
beyond the moment and the here and now. At this level self manifests as enduring, while also at the
same time being responsive to changes over time. This is the point where changes can be made; an
4 Permanence
appreciation is developed of reasons for past behaviour or self-protection systems; vulnerabilities that
were had at that time are recognised and acknowledged; and negative and positive core beliefs
identified.
A realisation that this is the “me” that everyone else sees and that “I” have come to terms with
that. At this level individuals are fully aware of who they are, how they present and how they are
Self-consciousness or meta self-
5 perceived in the minds of others. Self-consciousness or meta self-awareness provides opportunities to
awareness
make changes that make a real difference and as self-aware individuals are also open to further
evaluation of how they are perceived.
Table 1.2 Rochat’s 5 Levels of Self-awareness. Text adapted from Self-awareness. Wikipedia. Retrieved from
https://en.Wikipedia.org/wiki/Self-awareness, available under a Creative Commons Attribution-ShareAlike 3.0 Unported Licence.
We acknowledge that a journey in self-discovery can at times be challenging, an understanding of self creates deeper authenticity in
professional relationships and wellbeing conversations by developing more complex internal mechanisms for knowing when and
how to engage with other people. The understanding of self is not a “one off” epiphany or process. It is a life-long learning journey
that involves hard work, takes considerable practice, may be emotionally painful at times when a person recognises and
acknowledges their strengths and weaknesses, takes time to master but most importantly it is worthwhile work. You may find that
you may need to utilise the learning activities above many times as you grow as a learner.
This text
This text focuses on wellbeing in educational contexts as educational contexts play a pivotal role in teaching students about
nonviolence, promoting understanding of diversity, endowing people with a shared purpose and meaning and the skills and
behaviours to create a more inclusive, healthy, and positive future (Niemi, Lavonen, Kallioniemi, & Toom, 2018). Weare (2013)
affirms the words of Maslow (1970), averring that there is significantly important to satisfy an individual’s social emotional needs
before concentrating on the academic needs. The Queensland Department of Education and Training {DET} (2018) reiterates the
importance of catering for an individual’s needs, posing that students learn best in environments where their social, emotional and
physical wellbeing is nurtured. So how do we do this?
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To generate real educational context community purpose there needs to be a shared understanding of purpose, a clear vision and a
common language around established ways of working that positively contribute to building a safe, inclusive culture where
wellbeing is fore-fronted. At the start of each chapter we posed guiding questions for you to consider. In chapter one we outline a
possible way of meaning making using the text; chapter two explores some theoretical conceptualisations of wellbeing (guiding
question: what is wellbeing?); chapter three presents policy, frameworks and legislation that has informed the focus on wellbeing
(guiding question: how is wellbeing enacted?); chapter four outlines possible impactors and enablers to wellbeing (guiding
question: how is wellbeing enhanced?); chapter five explores embedding an education wide focus on wellbeing (guiding question:
how is wellbeing enacted and embedded?) and the final chapter, chapter six, explores the ecological and contextual analysis of
wellbeing in relation to a workplace wellbeing framework (guiding question: how can wellbeing be enacted and promoted in my
context?).
We hope that you love learning with us and we invite you to contact us in the hope of co-constructing knowledge and
understandings that are helpful in educational contexts.
References
Andersen, C. (2018). EDU8400. Coaching and mentoring in educational contexts: Course notes. Toowoomba, Australia:
University of Southern Queensland.
Campbell, L. & Campbell, B. (2009). Mindful learning:101 Proven strategies for student and teacher success, Thousand Oaks,
CA: Corwin Press.
Covey, S.R. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Free Press.
Department of Education and Training. (DET). (2018). Health and wellbeing. Retrieved from education.qld.gov.au/schools/healthy/
Eurich, T. (2013). Bankable leadership: Happy people, bottom-line results, and the power to deliver both. Austin Texas, TX: Green
Leaf Book Press.
Eurich, T. (2017). Insight: The power of self-awareness in a self-deluded world. London, UK: Pan Books.
Goleman, D. (2005). Emotional intelligence. New York, NY: Random House.
Maslow, A. H. (1970). Motivation and Personality. New York, NY: Harper & Row.
Mazano, R. (2007) The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA:
Association of Superiors and Curriculum Development.
Michalos, A.C (2007). Education, happiness and wellbeing. Paper presented at the International Conference on ‘Is happiness
measurable and what do those measures mean for public policy?’, Rome, Italy.
Niemi, H., Lavonen, J., Kallioniemi, A., & Toom, A. (2018). The role of teachers in the Finnish educational system. In The
teacher’s role in the changing globalizing world: Resources and challenges related to the professional work of teaching (pp. 47-
61). Leiden, Netherlands: Brill Sense. Retrieved from https://brill.com/abstract/book/edcoll/9789004372573/BP000008.xml
Reiss, K. (2009). Leadership coaching for educators. Cheltenham, VIC: Hawker Brownlow Education.
Rochat, P. (2003). Five levels of self-awareness as they unfold early in life. Consciousness & Cognition, (12), 707-731.
Weare, K. (2013). Promoting mental, emotional and social health: A whole school approach. London, UK: Routledge.
This page titled 1.1: Connecting And Activating Prior Knowledge is shared under a CC BY-NC-SA license and was authored, remixed, and/or
curated by Susan Carter and Cecily Andersen (University of Southern Queensland - Open Access Textbooks) .
1.1.4 https://socialsci.libretexts.org/@go/page/46468
1.2: Theoretical Conceptualisations of Wellbeing
Key Concepts:
There is a lack of consensus in the literature as to exactly what wellbeing is, as well as an array of wellbeing models.
The challenge is for educational contexts to clearly define wellbeing and select or develop a model of the concept before trying to implement wellbeing programs.
Guiding question:
What is wellbeing?
Introduction
Wellbeing is now a concept at the core of many educational policy agendas and practices. Increasing attention is focussed on both student and staff mental and emotional wellbeing initiatives and
polices, in order to equip individuals with the social and emotional skills, knowledge and the disposition required to operate and contribute productively within both an educational setting and the
broader societal context. This Chapter will explore the following questions: What does the concept of wellbeing mean? Does the term wellbeing have the same meaning for all individuals and groups
within a school? Does the concept of wellbeing hold constant across time and events despite the diversity of experiences, culture, beliefs and values evident within educational contexts? What
foundational approaches and models inform wellbeing educational initiatives? And what is the role of education in the wellbeing of student and staff? In exploring the above questions, the theoretical
concept of wellbeing will be explored by examining definitions of wellbeing, wellness and mental health; investigating theoretical conceptualisations of wellbeing; and by exploring subjective
wellbeing as an approach to fostering wellbeing an examining the place of wellbeing in educational contexts.
What is wellbeing?
The seeking of a definition for wellbeing is a complex pursuit, as increasingly it is utilised in conversations, on the community and global media, and within the literature, in many different ways, with
wellbeing seemingly taking shape as a chameleon (Carter, 2016). Originally there appeared two specific schools of thought where wellbeing was seen either as hedonic or eudemonic.
From a hedonic view, focusing on happiness can be seen as the totality of pleasurable moments. Philosophers such as Hobbes viewed wellbeing as “a pursuit of human appetites”, DeSade held that it
was the “pursuit of sensations and pleasure” and Bentham claimed that “through maximising pleasure and self-interest that the good society is built” (cited in Husain, 2008). Other philosophers held a
somewhat different view, deeming that people experience happiness in the expression of their virtues, engaged in what they believe is worth doing (Carter, 2016). This notion of eudemonia – being
true to one’s inner self can be equated with an eudemonic perspective of wellbeing. Building upon the eudemonic view of wellbeing is Maslow’s (1970) concept of self- actualization and Deci and
Ryan’s (2000) self-determination theory. An individual’s or community’s quality of life is a direct function of the conditions that arise in life, and how an individual or community utilises the
conditions that life presents. How an individual or community perceives the condition, thinks and feels about those conditions, what is done and, ultimately, what consequences follow from all these
inputs in turn becomes a function of how the conditions are perceived. People’s perceptions, their feelings, their thoughts, and their actions, then, have a direct impact on their own and others’ living
conditions (Michalos, 2007).
McCallum and Price (2016) argue that wellbeing has emerged as “something everyone seemingly aims for, and arguably has a right to” (McCallum & Price, 2016, p.2). While wellbeing is not a new
concept, it has become an important concept within contemporary school community contexts. However, identifying an agreed definition of wellbeing, in addition to establishing a consensus on how
quality wellbeing can be achieved and sustained, is far more problematic with the term wellbeing often poorly defined and under-theorised (Camfield, Streuli & Woodhead, 2009). To compound the
issue of definition inconsistency, wellbeing is often used interchangeably with other terms such as ‘happiness’, ‘ourishing’, ‘enjoying a good life’ and ‘life satisfaction’, all which have very different
interpretations and underlying meanings.
Bradburn (1969) (as cited in Dodge, Daly, Huyton & Saunders, 2012) defined wellbeing as being present when an individual is high in psychological wellbeing, where an excess of positivity (positive
affect) predominates over negative affect. In contrast, Shah and Marks (2004) argued that wellbeing is more than just positive affect (happiness, feeling satisfied), with feeling fulfilled and developing
as a person an equally important aspect in defining wellbeing. Diener et al. (1999) extend the definition of wellbeing even further by defining wellbeing as subjective (thus the term subjective
wellbeing, {SWB}) more specifically as consisting of three essential interrelated components: life satisfaction, pleasant affect, and unpleasant affect.
The characteristic intensity with which people perceive their affective states, has no bearing on overall subjective well-being (Larsen, Diener & Emmons, 1985). It seems that the predominant
predictor of overall SWB is the rate of positive compared to negative states in a person’s life, throughout time (Larsen, Diener, & Emmons, 1985). “Because subjective well-being refers to affective
experiences and cognitive judgments, self-report measures of subjective wellbeing are indispensable” (Larsen & Eid, 2008, p. 4).
Together with his associates Ed Diener designed the Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985), which developed into the standard measure of life satisfaction in the
wellbeing field. The implications concerning the measurement of SWB are that:
1. SWB can be assessed by self-report with significant consistency and authority (Larsen & Eid, 2008).
2. Each measurement method has drawbacks and benefits (Larsen & Eid, 2008).
3. Comprehensive assessment of SWB necessitates a multimethod assessment tool (Diener, 2009; Diener & Eid, 2006).
Diener (2006) suggested that people over emphasise their emotional intensity and underestimate and underrate the frequency of their positive affect when recollecting emotional moments. This
research signifies that there is no single cause of SWB. It seems apparent then, that certain conditions appear to be essential for high SWB {e.g., mental health, positive social relationships}, but are
not singularly sufficient to cause happiness (Diener, 2006). Diener’s work has detected a number of circumstances that seem to be required for, or correlated with happiness, however no one condition
or characteristic is adequate to ensure happiness in itself (Larsen & Eid, 2008).
It should be noted that there is evidence that diverse circumstances and outcomes make people happy. Diener and colleagues have shown that the links to happiness alter between young versus old
people (Diener, 2000). So what makes a younger person happy may not make an older person happy. Likewise, Diener, Suh, Smith, and Shao (1995) reported that there are different connections to
happiness in differing cultures. Diener (2000) has suggested that that there are likely universals, such as experiencing close positive social relationships that are associated with happiness by almost
everyone. Larsen and Eid (2008, p 8.) cleverly suggest a cooking analogy explaining that when cooking some ingredients are essential, many just enhance flavour or texture but no singular ingredient,
produces the desired outcome, rather all ingredients need to come together in the right way for success to be achieved.
SWB appears to contribute to beneficial outcomes in life. Diener (2000), along with his colleagues has determined that happy people are more creative and sociable; have increased likelihood of
longevity; display generally sturdier immune systems; earn more money; are good leaders; and display generally better citizenship in their workplace. Furthermore, numerous positive outcomes were
linked to happiness, such as marital satisfaction, job satisfaction, and improved coping. Therefore, high SWB is particularly desirable at individual, at educational system levels, and at societal levels.
It therefore makes sense to invest in promoting a culture in educational contexts where wellbeing is important. This text will aim to explore, how educational contexts can create a culture where SWB
is valued, and high levels of SWB are desired as outcomes, planned for and hopefully achieved.
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McCallum and Price (2016) propose an even more encompassing definition of wellbeing outlining it as diverse and fluid, respecting the beliefs and values of individual, family, and community; and
experiences, culture, opportunities, and contexts across time and change. They aver that it encompasses interwoven environmental, collective, and individual elements that interact across a lifespan
(McCallum & Price, 2016). Despite a range of notions encompassed in wellbeing definitions, wellbeing can then be described in very broad terms as a holistic, balanced life experience where
wellbeing needs to be considered in relation to how an individual feels and functions across several areas, including cognitive, emotional, social, physical, and spiritual wellbeing.
Key Questions
How does your context define wellbeing?
How do these definitions align or not align with you own definition of wellbeing and why?
What is wellness?
The term wellness is often used interchangeably with the term wellbeing (McCallum & Price, 2016). However, Roscoe (2009) argues that wellness is not the same as wellbeing, and instead
contributes to it, as wellness is the sum of the positive steps taken to achieve wellbeing.
Key Question
Do you agree with Roscoe’s statement and why / why not ?
The term wellness was first introduced by Dunn (1959) (as cited in Kirkland, 2014), who argued that health was much more than the absence of disease, and remains the cornerstone of today’s
concept of wellness. Dunn dened wellness in terms of the integration of the whole person – the body, mind and spirit, with wellness described as different spiritual, cognitive, emotional,
environmental and physical aspects (refer to Figure 2.2), all of which combine to form wellness (Albrecht, 2014).
Figure 2.2 Unknown author, (u.d.). Eight Dimensions of Wellness . Adapted from Dunn’s Wheel of
Wellness, Albrecht, N. (2014). Wellness: A conceptual framework for school-based mindfulness
programs. The International Journal of Health, Wellness, and Society, 4(1), 21-36, p. 26.
Roscoe (2009) identified the above core principles of wellness, depicted in Figure 2.2:
1. Wellness is dynamic, and changing and evident on many levels.
2. A range of factors work in combination to form wellness.
3. Wellness emerges from the integrative and dynamic whole rather than from the sum of its parts.
4. Environmental contexts impact wellness.
5. Life-span developmental changes affect wellness.
6. Awareness, education and growth are central to the paradigm of wellness.
Key Questions
How are definitions of wellness different to, or the same as definitions of wellbeing?
Where and how does wellness fit into the conceptualisation of wellbeing?
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Figure 2.3 Photograph by Martin Adams on unsplash
Figure 2.4 Tripartite Model of Subjective Wellbeing. Adapted from Galiha, I.C. & Pais-Riberiro (2011). Cognitive,
affective and contextual predictors of subjective wellbeing. International Journal of Wellbeing, 2(1), 34-53, p.38.
Figure 2.4, a Tripartite Model of Subjective Wellbeing is a representation of the relationship between SWB and cognitive, affective and cultural variables.
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2. Positive strengths – developing and nurturing individual and group strengths.
3. Positive communication – establishing effective and safe communication strategies.
4. Positive behaviour – behaving in a way that welcomes a sense of belonging and connections to others and positive, peaceful and caring action.
5. Positive emotion – nurturing emotional health.
6. Positive leadership – scaffolding wellbeing through growing leaders with a democratic leadership style.
(McCallum & Price, 2016, p. 144).
Conclusion
Despite the range of notions encompassed in wellbeing definitions explored throughout this chapter, we believe that wellbeing is experienced differently by different people. We embrace Diener’s
(2009) definition that wellbeing consists of three elements that involve the cognitive evaluation of overall satisfaction with life; positive affect; and lower levels of negative affect. Wellbeing can be
viewed holistically, in terms of balanced life experience where, wellbeing needs to be considered in relation to how an individual feels and functions across several areas, including cognitive,
emotional, social, physical and spiritual wellbeing. As authors we hope that readers are challenged to deeply ponder how they define wellbeing. As educational contexts are now key stakeholders in
promoting children, young people and staff wellbeing, it is no surprise that educational communities are being increasingly challenged to centre wellbeing as both a foundation to, and integral part of
an educational context’s structures, processes and learning. The challenge for educational contexts then is to clearly define wellbeing; select or develop a model of wellbeing that promotes the
wellbeing of students (children / young people) and staff; and develop a positive sense of identity, agency, self-worth and connectedness.
References
Albrecht, N. (2014). Wellness. The International Journal of Health, Wellness, and Society,
4 (1), 21-36.
Bourke, L. & Geldens, L. M, (2007). Subjective wellbeing and its meaning for young people in
a rural Australian centre. Social Indicators Research, 82 (1), 165-187.
Bhugra, D., Dill, A. & Sartorius, N. (2013). What is mental health? International Journal of
Social Psychiatry, 59 (1), 3-4. doi:10.1177/002076401246331
Camfield, L., Streuli, N. & Woodhead, M. (2009). What’s the use of ‘well-being’ in contexts of
child poverty? Approaches to research, monitoring and children’s participation. The
International Journal of Children’s Rights, 17, 65-109.
Carter, S. (2016). Holding it together: an explanatory framework for maintaining subjective well-being (SWB) in principals. [Thesis (PhD/Research)].
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This page titled 1.2: Theoretical Conceptualisations of Wellbeing is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Susan Carter and Cecily Andersen (University of Southern
Queensland - Open Access Textbooks) .
1.2.5 https://socialsci.libretexts.org/@go/page/46469
1.3: Policy, Frameworks and Legislation Informing a Focus on Wellbeing
Key Concept
Policy, frameworks and legislation are complex and open to multiple interpretations which make enactment problematic.
Guiding questions:
Do policy, frameworks and legislation provide guidance?
How is wellbeing enacted?
Introduction
National and state policy reports have indicated that many Australian students, teachers and leaders are experiencing difficulty maintaining their wellbeing. As educational contexts (e.g., schools,
special education units and early childhood centres) represent a major component of Australia’s society and economy, it is no surprise then that national and international concern regarding the social
and emotional wellbeing of children, young people and educators has now become a major focus in a wide range of international and Australian policy initiatives. As a consequence, interest has
increased in the role educational contexts and educators play in promoting student wellbeing, and the interface that occurs between policy and practice when implementing wellbeing programs in
schools. This Chapter explores Australian and international legislation, policy, and frameworks which inform a focus on wellbeing.
Activity
Before we examine policy, framework and legislation that informs a focus on wellbeing, how would you define each of the preceding terms?
Consider how the literature defines policy, framework and legislation, alongside the understandings you have of the concepts. Bacchi (2000) defined the term policy as a “discourse of ideas or plans
that form the basis for making decisions to accomplish goals that are deemed worthwhile” (p.46). Cochran and Malone (2010) described policy in terms of the actions of government, and the
intentions that determine those actions. Birkland (2016) espoused that the term policy referred to a plan of what to do, that has been agreed to officially, by either a group of people, an organisation or
a government, in order to achieve a set of goals. In contrast, the term framework has been conceptualised in a number of different ways. Coburn and Turner (2011) described a framework as an
abstract, logical structure of meaning that guides action, and includes identification of key concepts, and the relationships between those concepts. On the other hand, Garrison (2011) considered a
framework to be a set of beliefs, rules or ideas that outline what actions can be undertaken. White (2010) presented an alternate viewpoint, that a wellbeing framework is “a social process with
material, relational, and subjective dimensions” (p.158), that can be assessed at individual and collective levels, with relationships at the centre. Compared to above, the term legislation is more simply
defined as all Bill and Acts passed and subordinate legislation made by government.
Key Questions
Consider how wellbeing is represented in your own context’s policies and curriculum.
How effectively is this applied?
Australian legislation
There are two key pieces of international legislation: Education and Child Protection Acts; and Australian Human Rights and Equal Opportunity Act 1986.
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Activity
Consider how this legislation may or may not link to the definitions of wellbeing identified in Chapter 2 and why.
International legislation
There are three key pieces of international legislation that have influenced the Australian landscape: the Convention on the Rights of the Child, United Kingdom Children’s Act 2004; and No Child
Left Behind Act 2001.
Australian policy
There are two key pieces of influential Australian policy: the Melbourne Declaration on Educational Goals for Young Australians, and the National Mental Health Policy.
Melbourne Declaration on Educational Goals for Young Australians
The Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs {MCEETYA},2008) identified major world issues
impacting on Australian schools including high levels of international mobility, ever-increasing globalisation and technological change, in conjunction with increased environmental, social and
economic pressures and the ongoing acceleration of advances in information communication technologies, which together are placing greater demands on, and as well as providing greater
opportunities for young people.
National Mental Health Policy
The Fifth National Mental Health and Suicide Prevention Plan (Council of Australian Governments Health Council {COAG}, 2017) outlines priorities to achieve the National Mental Health Policy
{NMHP}. This plan also specifically outlines an agreed set of actions to address social and emotional wellbeing, mental illness and suicide as a priority, as well elevate the importance of addressing
the needs of people who live with mental illness, and reducing the stigma and discrimination that accompanies mental illness.
For further detailed information, we suggest that you access both policies.
Activity
Compare and contrast the notion of wellbeing in the Melbourne Declaration on Educational Goals for Young Australians (2008) and the NMHP .
Critique how wellbeing is implicitly or explicitly defined in each policy, and how well definitions align with notions of wellbeing discussed in Chapter 2.
Critique the intentions of the documents, and how well they align with notions of wellbeing discussed in Chapter 2.
Document and consider how elements of each policy could be in tension with each other, or with practice and programs in educational contexts .
International policy
There are two main pieces of international policy that have been influential in Australian landscape: Every Child Matters Policy United Kingdom; and the World Health Organization Mental Health
Action Plan for 2013-2020.
Every Child Matters Policy United Kingdom
Every Child Matters policy {ECM} (Government of the United Kingdom {GUK}, 2003) recognised 5 positive outcomes as being essential to children and young people’s wellbeing including: being
healthy, happy and safe; developing skills for adulthood in order to get the most out of life; to make a positive contribution in life; being involved with the community and society and not engaging
offending or anti-social behaviour and lastly experiencing economic wellbeing and full life potential.
It is worth noting that while there has been an increase in international wellbeing policy, there is still no universal definition or agreement as to what wellbeing is. Copestake’s (2008) study of
international wellbeing policy identified contrasting views of wellbeing evident across many international policies. In many cases policies were based on very different contrasting assumptions about
what the definition of wellbeing was, and how it could be achieved. Similarly, Spratt (2016) argued that within Scottish wellbeing policy “different professional discourses of wellbeing have migrated
into education policy” (p. 223), which have resulted in differing views of wellbeing being represented.
World Health Organization Mental Health Action Plan for 2013-2020
Student wellbeing has become a focus of international education policy for global organisations such as the World Health Organization {WHO}. The WHO identifies mental wellbeing as a
fundamental component of good health and wellbeing. The WHO Mental Health Action Plan for 2013-2020 (WHO, 2013) is a comprehensive action plan that recognises the essential role of mental
health in achieving health and wellbeing for all people.
Activity
Examine the policies in your education system and compare and contrast the notion of wellbeing in each policy/ program / document.
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Critique how wellbeing is implicitly or explicitly defined in each policy, and how well definitions align with notions of wellbeing discussed in Chapter 2.
Use the following template and consider elements of each policy that could be in tension with each other or with practice and programs in educational contexts.
Australian frameworks
Several Australian frameworks have promoted wellbeing as an intended outcome: National Framework for Protecting Australia’s Children 2009-2024; National Safe Schools Framework; Australian
Student Wellbeing Framework; Learner Wellbeing Framework for Birth to Year 12; the National Framework for Values Education in Australian Schools 2005; the National Strategic Framework for
Aboriginal and Torres Strait Islander Peoples’ Mental Health and Social and Emotional Wellbeing.
National Framework for Protecting Australia’s Children 2009-2024
The National Framework for Protecting Australia’s Children {NFPAC}2009-2020 (Council of Australian Governments {COAG}, 2009) policy has a strong focus on protecting children and young
people from abuse and neglect, with wellbeing highlighted as a key action.
The National Safe Schools Framework
The National Safe Schools Framework {NSSF} (Ministerial Council for Education, Early Childhood Development and Youth Affairs {MCEEDYA} (2011) provides Australian educational contexts
with a set of guiding principles that assist school communities to develop positive and practical student safety and wellbeing policies (Australian Government Department of Education and Training
{AGDET}, 2018). The NSSF is collaborative effort by the Commonwealth and State and Territory government and non-government educational context authorities and other key stakeholders. It
places an emphasis on creating a safe and supportive educational context environment that promotes student wellbeing and effective learning, by addressing issues of bullying, violence, harassment,
child abuse and neglect.
McCallum and Price (2016) also contended that the 2014 revision also provides Australian educational contexts with clear vision as well as a set of guiding principles that will enables educational
contexts to develop contextually based positive and practical student safety and wellbeing policies, in addition to a number of practical tools and resources that will assist in the facilitation of positive
school culture.The guiding profiles embedded within the NSSF forefront the valuing of diversity; the positive contribution of the whole educational community to the safety and wellbeing of
themselves and others; the need to act independently, justly, cooperatively and responsibly in school, work, civic and family relationships; and the provision of appropriate strategies in order to create
and maintain a safe and supportive learning environment (MCEEDYA, 2011).
Australian Student Wellbeing Framework
The Australian framework explores the role of educators, parents and students in promoting wellbeing and the online government site hosts a variety of resources to assist school communities. The
vision outlined by the Ministers of Education Council {MEC} (2018) Australian Student Wellbeing Framework is for school learning communities to “promote student
wellbeing, safety and positive relationships” so that students have the opportunity to reach their potential (MEC, 2018 p.1). In promoting student wellbeing the Australian government has put forward
essential to the development, implementation and maintenance of positive learning
a framework that consist of five interconnected elements
environments and safety and wellbeing policies: leadership; inclusion; student voice; partnerships; and support provide the foundation for enhanced student wellbeing and
learning outcomes:
1. Leadership: Principals and school leaders play are an active role in constructing positive learning environments that are inclusive of the whole educational community, and where all educational
community members feel included connected, safe and respected. Leadership needs to be visible and obvious to all members of the whole educational community.
2. Inclusion: All members of an educational context’s community need to be included and connected to an educational context’s culture as well as being active participants in building a welcoming
culture that values, diversity and promotes positive, respectful relationships.
3. Student Voice: Students are key stakeholders within educational communities and as such are active participants in cultivating in their own learning and wellbeing, feeling connected and using
their social and emotional skills to be respectful, resilient and safe.
4. Partnerships: Support for student learning, safety and wellbeing requires effective school, family and community collaboration and partnerships.
5. Support: Provision of wellbeing and support for positive behaviour for staff within an educational context, for students and for families by cultivating an understanding of wellbeing through the
dissemination of information on wellbeing, cultivation a culture of wellbeing as well as support for positive behaviour and how this supports effective teaching and learning (Ministers of
Education Council, 2018).
Learner Wellbeing Framework for Birth to Year 12
The former South Australian Department of Education and Children’s Services {SADECS} developed a Learner Wellbeing Framework {LWF} 2005-2010, that targeted all children and young people
in South Australian educational sites and schools from birth to Year 12 (SADECS, 2007). Albrecht (2014) argues that as few learner wellbeing frameworks exist, this is a good example that can be
applied national and internationally, as the LWF promotes wellbeing for all learners, by identifying wellbeing and learner engagement as key directions for educators. McCallum and Price (2016) also
identified that the LWF acknowledges the interconnection between wellbeing and learning, and proposes that wellbeing is far more than the absence of problems. Powell and Graham (2017) likewise
noted that the LWF acknowledges the complexity of the lives of contemporary learners and recognises the influences of change on today’s learners.
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The LWF supports educators to build and improve effective wellbeing policies and practices, and is aligned to the United Nations General Assembly (UNGA) Convention of the Rights of the Child
(CRC) (1989). The LWF supports educators to build and improve effective wellbeing policies and practices, and is aligned to the United Nations General Assembly (UNGA) Convention of the Rights
of the Child (CRC) (1989). The LWF (Figure 3.2) identifies five dimensions of wellbeing: the emotional dimension; the social dimension; the cognitive dimension; and the physical dimension; and
the spiritual dimension, within four domains in an educational context: learning environment; curriculum and pedagogy; partnerships; and lastly policies (SADECS, 2007).
In considering the above frameworks, a major research study of wellbeing in Australian educational contexts conducted by Graham et al. (2014), identified that within Australian education systems,
wellbeing is not clearly defined in policies, yet the term is frequently used in policy vocabularies. Graham et al. (2014) also established that there was little to no national nor state policy specifically
targeting the wellbeing of children and young people, and that while many education websites signal an interest in wellbeing, very few provided specific detail other than identification of loosely
related elements.
National Framework for Values Education in Australian Schools 2005
The National Framework for Values Education in Australian Schools (MCEETYA, 2005) is a framework and a set of principles for values education in twenty-first century Australian educational
contexts. The framework recognises that there is a significant history of values education in Australian government and non-government educational contexts, which draw on a range of philosophies,
beliefs and traditions. It also acknowledges that values education contributes to wellbeing development of children and young people. The framework identifies “guiding principles to support
educational contexts in implementing values education; key elements and approaches to implementing values education; and a set of values for Australian schooling” (MCEETYA, 2005, p.1).
In responding to concerns around wellbeing, many educators have explored values-based frameworks. A case study by White and Waters (2015) identified that the use of a strengths-based approach
framework contributed to the development of greater virtue, self-efcacy, and wellbeing in both children and young people.
National Strategic Framework for Aboriginal and Torres Strait Islander Peoples’ Mental Health and Social and Emotional Wellbeing
The National Strategic Framework for Aboriginal and Torres Strait Islander Peoples’ Mental Health and Social and Emotional Wellbeing 2017-2023 (Australian Health Ministers’ Advisory Council
{AHMAC}, (2017) provides a dedicated focus on Aboriginal and Torres Strait Islander children, young people and adult’s social and emotional wellbeing and mental health. This framework
endeavors to identify a culturally appropriate framework that guides and supports Indigenous mental health and wellbeing policy and practice.
There is an emerging global recognition of the significance Indigenous peoples’ wellbeing and the inadequacies of conventional socio-economic and demographic data that is used measure relative
wellbeing. However, Prout (2012) argued that statistical data used to report on the wellbeing status of Indigenous populations is based on a preconceived set of assumptions grounded in the non-
indigenous concepts of wellbeing, demography, and economic productivity and prosperity. Prout (2012) also argues that such assumptions directly impact on how Indigenous peoples are represented
across broader society and to governments.
Key Question
How does the Indigenous wellbeing framework differ from previously discussed wellbeing frameworks?
Australian jurisdictional frameworks
Several Australian jurisdictions have been specifically developed wellbeing frameworks to promote and develop student and staff wellbeing in educational contexts and these include: Queensland
Student Learning and Wellbeing Framework; New South Wales Wellbeing Framework for Schools; South Australian Wellbeing for Learning and Life Framework; and the Northern Territory
Government Principal Wellbeing Framework.
Queensland Student Learning and Wellbeing Framework
The Queensland Department of Education, {QDE} (2018) Student Learning and Wellbeing Framework focusses on developing healthy, confident and resilient young people who can successfully
navigate a more complex world. This framework combines a focus on learning and wellbeing. Key actions identified by the framework include: the creation of safe, supportive and inclusive
environments; the building of staff, students and the school community capability; the implementation of supportive and inclusive environments; and the development of strong systems for early
intervention(QDET, 2018).
New South Wales Wellbeing Framework for Schools
The New South Wales Department of Education and Communities {NSWDEC} (2015) Wellbeing Framework for Schools drives wellbeing development in educational contexts, by encouraging
teaching and learning environments to focus on enabling the development of healthy, happy, successful and productive individuals. Within this framework students are also expected to contribute to
their own wellbeing, the wellbeing of their peers and the collective wellbeing of their communities (NSW DEC, 2015).
South Australian Wellbeing for Learning and Life Framework
The South Australian Department of Education and Child Development {SADECD} (2016) Wellbeing for Learning and Life: A framework for building resilience and wellbeing in children and young
people, applies across all areas of South Australian children and young people’s lives. This framework recognises the significant impact of education and care settings, and has links to the ACARA
and the Early Years Learning Framework.
Northern Territory Government Principal Wellbeing Framework
The Northern Territory Government {NTG} (2017) Principal Wellbeing Framework specifically targets the wellbeing of school principals. This framework supports principal wellbeing by
“empowering principals to build their own wellbeing capacity through increased knowledge, skills, resilience and resources” (NTG, p.3).
Activity
Use the following template to identify the strengths and weakness of each framework in addressing wellbeing within an educational context.
Other Influences
In Australia there have been several other influences on wellbeing and these include: Australian Professional Standards for Teachers, Australian Professional Standards for Principals; and the
Australian Curriculum.
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Australian Curriculum
Powell and Graham (2017) note that governments across the globe are now using National Curriculum Frameworks as a means to implement student wellbeing. Waters (2017) also identified that
Organization for Economic Cooperation and Development’s {OECD} (2015) Centre for Educational Research and Innovation’s {CERI} analysis of National Curriculum Frameworks across 37
OECD countries identified that student wellbeing was an explicit aim for 72% of countries, with many OECD countries are now aiming to systematically foster both academic outcomes and student
wellbeing outcomes.
The Australian Curriculum Assessment and Reporting Authority {ACARA}, 2016) sets out consistent national standards to improve learning outcomes for all young Australians. The General
Capabilities of the Australian Curriculum specifically outline the need for students to develop social and emotional skills, and acknowledges the link between academic outcomes and mental health
(ACARA, 2016). Developing personal and social competence and managing self, relationships, lives, work and learning more effectively; recognizing and regulating emotions and developing concern
for, and understanding of others; establishing positive relationships; making responsible decisions; working effectively in teams; and handling challenging situations constructively are identified and
key capabilities (ACARA, 2016). For further information we suggested accessing these frameworks in full.
Interestingly, the construct of wellbeing is not always viewed the same way in international educational judications. A study by Souter, O’Steen and Gilmore (2012) suggested that New Zealand
educational system’s view of wellbeing differs from how it is conceptualized within literature, with words and phrases describing wellbeing constructs more often associated with the Relating domain
rather than the Feeling domain. Thorburn’s (2017) examination of wellbeing in curriculum in Scotland identified a policy vision of a more progressive, integrated and holistic form of education; a
commitment which contains an obligation for health and wellbeing to be a responsibility of all teachers, however, there were often issues with enactment of the policy due to problems communicating
policy expectations.
In contrast, O’Toole (2017) outlines wellbeing as being conceptualised in Ireland in terms of child and youth mental health, and how that this informs a focus on school-based prevention and
intervention approaches. And finally, Fattore, Mason and Watson (2012) propose a different perspective on wellbeing by exploring the use of student voice as mechanism for developing wellbeing in
New Zealand’s curriculum frameworks.
Activity
Critique how the notion of wellbeing as it presented in this group of frameworks.
Critique how this group of frameworks align or do not align with previous frameworks.
Consider elements of the APST, APSP and ACARA frameworks that could be in tension with each other or with practice and programs in educational contexts.
Conclusion
Chapter 3 has explored Australian and international legislation, policy, and frameworks which inform a focus on wellbeing. Investigation reveals that local, state, national and international
jurisdictions all agree that children and young people have the right to an education that supports their wellbeing and development. Improving the wellbeing of Australian children and young people
has also been a key priority for Australian governments. However, despite this there is no universal definition or agreement as to what wellbeing is and how it could be achieved, with many
contrasting constructs of wellbeing evident across local, state and national Australian policies. The implementation of wellbeing policy, frameworks and legislation is then complex and open to
multiple interpretations which make enactment problematic for educational contexts.
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United Nations General Assembly {UNGA}. (1989). Convention on the rights of the child. Retrieved from https://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf
United States of America Department of Education {USADE}. (2001). No child left behind act. Retrieved from https://www2.ed.gov/nclb/overview/intro/guide/guide.pdf
Waters, L. (2017). Visible Wellbeing in schools: The powerful role of instructional leadership. Australian Educational Leader, 39 (1), 6-10.
White, S.C. (2010). Analyzing wellbeing: a framework for development practice. Development in Practice, 20 (2), 158-172. doi: 10.1080/09614520903564199
White, M.A. & Waters, L.E. (2015). A case study of the good school: Examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10 (1),69-76. doi:
10.1080/17439760.2014.920408
World Health Organisation {WHO}. (2013). Mental health action plan for 2013-2020. Retrieved from http://apps.who.int/iris/bitstream/10665/89966/1/9789241506021_eng.pdf?ua=1
This page titled 1.3: Policy, Frameworks and Legislation Informing a Focus on Wellbeing is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Susan Carter and Cecily Andersen
(University of Southern Queensland - Open Access Textbooks) .
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1.4: Contemporary Perspectives on the Impactors and Enablers to Wellbeing
Key Concepts
Key Concepts:
There are ways of working that impact and /or enable positive wellbeing.
If ways of working are known to impact wellbeing then the impact or implications could be changed to achieve a more positive outcome.
If ways of working are known to enable wellbeing then the impact or implications could be changed to achieve a more positive outcome.
Guiding question:
How is wellbeing enhanced?
Introduction
It is now widely accepted that wellbeing has moved to centre stage in recent years, with educational contexts now playing a vital role in prioritising
the promotion of wellbeing of children and young people (MCEETYA, 2008). There is also growing international and national evidence that
educational context-based wellbeing programs, when implemented effectively, produce long term benefits for children and young people, including
improved social emotional functioning and academic performance (Clarke, Sixsmith & Barry, 2014). Additionally, McCallum and Price, (2016)
argue that educational contexts also play a vital role in fostering teacher wellbeing. In order to understand the construct of wellbeing more, this
chapter will explore contemporary perspectives on factors that impact on, and enable wellbeing, which have been termed impactors and enablers to
wellbeing (Carter, 2016).
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wellbeing within educational contexts, that views wellbeing being as “more than just the absence of illness, and includes life satisfaction, healthy
behaviours and resilience” (Ryff, 1989, as cited in McCallum & Price, 2012, p.4).
McCallum and Price (2016) suggest that there needs to be a positive and proactive approach to promoting wellbeing in educational settings, as it
promotes wellbeing as a central focus and recognises the influences of change and the complexity in the 21st century, rather than being reactive and
deficit in thinking. McCallum and Price (2016) likewise argue that this perspective also promotes a much more ‘holist’ view of wellbeing within a
whole educational context. Additionally, Scoffham and Barnes (2011) argue that this approach also acknowledges the influence and interrelatedness
between context, environment, life events, genetics and personality impactors and enablers on wellbeing such as:
Context and physical environments: e.g., contextual processes and demographics, location, community and specific events such as drought,
floods and cyclones;
Social and cultural environments: e.g., culture, economics, politics and broader social issues such as poverty, community breakdown or
violence;
Individual personal attributes: e.g., genetics (heritage), psychological disposition and behavioural patterns (Litchfield, Cooper, Hancock &
Watt, 2016).
Another perspective presented by Gillet-Swan and Sargeant (2015) is that the key components of wellbeing symbolise an intersection forming a
triumvirate of the emotional, physical and cognitive self. As such, wellbeing ought be seen as the state of an individual as affected by these elements,
within which, an array of descriptors exist.
Let’s now examine impactors and enablers through two models that place wellbeing as the
central focus, the Dynamic Model for Wellbeing (Campion & Nurse, 2007), and the Positive
Social Ecology Model (McCallum & Price, 2012).
Dynamic Model for Wellbeing
Campion and Nurse’s (2007) Dynamic Model for Wellbeing (refer to Figure 4.2) investigates the interaction between mental health and public
health. The manner in which they outline wellbeing is similar to how other theorists have defined it with elements such as belonging, resilience,
positive emotions meaning and fulfilment. This model has potential use and application in educational contexts as it illustrates the dynamic interplay
between individual, physical and societal influences on wellbeing, through what are termed risk factors and protective factors. Campion and
Nurse suggest:
Reducing the impact factors on individual, and the individual in groups, whole context and within systems.
Improving social and physical wellbeing.
Creating supportive environments
Improving protective factors such as employing therapists, accessing supports and empowering individuals.
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This model places wellbeing at the centre of improving physical and social wellbeing, and recognises risk factors {impactors}, and protective factors
{enablers} of wellbeing. While this model has broader application in terms of policy development, it does have application to an educational context,
as it identifies three main impactors and enablers affecting an individual’s wellbeing: genetic factors; life circumstances; and involvement in active
pursuits and special interests.
Activity
Consider what elements of the above model may assist you in considering risk factors/ impactors and protective factors/enablers to wellbeing.
If you used this model or aspects of it, what are the risk factors/ impactors or protective factor/enablers to wellbeing in your context?
Impactors to wellbeing
McCallum and Price (2016) note that a range of factors that impact wellbeing on a daily, weekly or monthly basis {some of which are within one’s
control and some which are not}, with some adversely affecting wellbeing. Impactors may also occur suddenly or accumulate over lengthy periods
of time before physical and/or mental indicators become evident. Significant impactors include the following:
Personal responses to individual, physical, social or environmental impactors
Stress, fear, anxiety in response to stimuli such as peer conflict, relational conflict, harassment bullying, pressure from systemic requirements and
time constraints, accountabilities, expectations and absence of a voice in decision making processes, can contribute to fatigue, exhaustion, stress,
burnout, illness, and mental health issues which in turn may lead to poor overall wellbeing (Acton & Glasgow, 2015).
Unsuccessful adaptions to individual, physical, social or environmental impactors
Low levels of resilience, optimism, self-esteem, and feelings of having no control over one’s life, impact on an individual’s ability to respond
effectively in times of crisis, trauma, or ill-health, and as such have major impacts on wellbeing.
Negative self-efficacy
Negative self-efficacy, self-judgment and self-belief impact on an individual’s view of their own self and their capabilities, which may lead to the
development of negative self-view and poor wellbeing (Acton & Glasgow, 2015).
Negative or destructive relationships
Negative relationships between adults and adults, children and adults, and children and children arising from conflict, lack of emotional support,
poor supportive environment, bullying, discrimination and harassment (Powell & Graham, 2017) impact greatly on wellbeing.
A lack of social-emotional competence/emotional intelligence
A lack of social and emotional competence or disposition impacts on wellbeing by cultivating negative or destructive relationships, which in turn
contribute to a negative work, school or classroom climate, and subsequent loss of productivity (Abeles & Rubenstein, 2015).
Enablers to wellbeing
McCallum and Price (2016) identify three key enablers of a positive school ecology as hope, happiness and belonging that help enable wellbeing.
1. Hope: Being optimistic about the future, pursing aspirations and taking control of one’s own wellbeing {being agentic} are key features in
contemporary wellbeing education initiatives (Wrench, Hammond, McCallum & Price, 2013). The construct of ‘hope’ is comprised of two
dimensions:
The mental willpower to move towards achieving one’s goal {agency};
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The perceived ability to create pathways that enable the achievement of goals (McCallum & Price, 2016)
2. Happiness: Positive emotional state.
3. Belonging: Human beings have a fundamental need to belong and be accepted.
Activity
Consider your own context for moment.
Consider what elements of positive ecology exist in your setting.
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Figure 4.2 Andersen, C. (2019). Adapted Student Wellbeing Pathways Diagram from Noble, T., McGrath, H., Wyatt, T., Carbines, R. & Robb, L.
(2008). Scoping study into approaches to student well-being: Literature review. Report to the Department of Education, Employment and Workplace
Relations. Sydney, NSW: Australian Catholic University Erebus International, p.10.
Key Question
If you used this model or aspects of it, what are the possible impactors or enablers to wellbeing in your context?
Conclusion
There are multiple ways of working within wider society, an organisation, and an educational context that can impact on and /or enable positive
wellbeing. If particular ways of working are known to impact wellbeing, then it is suggested that the impact or implications be mitigated in order to
achieve a more positive outcome. Likewise, if ways of working are known to enable wellbeing. then the impact or implications could be changed in
order to achieve a more positive outcome. The Dynamic Model of Wellbeing (Campion & Nurse, 2007), the Positive Social Ecology Model
(McCallum & Price, 2016) and the Revised Student Wellbeing Pathways (Noble et al., 2008) are suggested as possible models that could be utilised
to investigate and analyse enablers and impactors within organisations and educational contexts.
References
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Inclusion. Toowoomba Australia, University of Southern Queensland.
Abeles, V. & Rubenstein, G. (2015). Rescuing an overscheduled, over tested, underestimated generation. New York, NY: Simon & Schuster.
Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the
literature. Australian Journal of Teacher Education, 40 (8).99-114.
Bronfenbrenner, U. (2004). Making human beings human: Bioecological perspectives on
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Burack, J., Blidner, A., Flores, H. & Fitch, T. (2007). Constructions and deconstructions of risk, resilience and wellbeing: a model for understanding
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Campion, J. & Nurse, J. (2007). A dynamic model for wellbeing. Australasian Psychiatry, 15,
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(PhD/Research)].
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approaches. Health Education Journal, 74 (5), 578 – 593. doi: 10.1177/001789691455313
Diener, E., & Oishi, S. (2005). The non-obvious social psychology of happiness. Psychological
Inquiry, 16 (4), 162–167.
Gillett-Swan, J.K. & Sargeant, J. (2015). Wellbeing as a process of accrual: Beyond
subjectivity and beyond the moment. Social Indicators Research, 121 (1), 135-148. doi:
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Litchfield, P., Cooper, C., Hancock, C. & Watt, P. (2016).Work and wellbeing in the 21st
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little things, big things grow. New York, N.Y: Routledge.
McCallum, F., Price, D. Graham, A. & Morrison A. (2017). Teacher wellbeing: A review of the
literature. Retrieved from www.aisnsw.edu.au/…/Teacher%20wellbeing%20A%20review%20of%20the%…
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2008). Melbourne declaration on educational goals for
young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Mulford, B. (2003). School leaders: Changing roles and impact on teacher and school effectiveness. Education and Training Policy Division,
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approaches to student well-being: Literature review. Report to the Department of
Education, Employment and Workplace Relations. Sydney, NSW: Australian Catholic
University & Erebus International.
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nexus. Australian Educational Research, 44, 213–231. doi: 10.1007/s13384-016-0222-7
Scoffham, S. & Barnes, J. (2011). Happiness matters: Towards pedagogy of happiness and
Wellbeing. Curriculum Journal, 22 (4), 535-548.
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Wrench, A., Hammond, C., McCallum, F. & Price, D. (2013) Inspire to aspire: Raising
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aspirational outcomes through a student well-being curricular focus. International Journal
of Inclusive Education, 17 (9), pp. 932-947.
This page titled 1.4: Contemporary Perspectives on the Impactors and Enablers to Wellbeing is shared under a CC BY-NC-SA license and was authored, remixed,
and/or curated by Susan Carter and Cecily Andersen (University of Southern Queensland - Open Access Textbooks) .
1.4.7 https://socialsci.libretexts.org/@go/page/46472
1.5: Pragmatic Applications of Embedding an Education Wide Focus on Wellbeing
Key Concepts
Key Concepts:
Educational contexts communities play a role in supporting wellbeing development in conjunction with academic development.
Wellbeing requires a whole educational contexts approach where wellbeing is embedded in educational context policies, curriculum, structures and practices, and as a shared responsibility of all
stakeholders.
Guiding question:
How is wellbeing enacted and embedded?
Introduction
Given that almost all children attend school or an educational setting (e.g., early childhood centre) at some time during their lives, school and educational setting communities now have an
unprecedented opportunity to play a role in supporting wellbeing development in conjunction with academic development. A whole-school or educational setting approach to student wellbeing
promotion calls for student wellbeing approaches that are embedded in an education wide focus in policies, curriculum, structures and practices, and as a shared responsibility of all stakeholders
(McCallum & Price, 2016). How do we best do this and take into account the diversity of our school or educational setting communities, while supporting and including people? In order to further a
positive and proactive approach to promoting wellbeing in educational settings, this Chapter will explore pragmatic applications of embedding an education wide focus on wellbeing.
Key Question
Before exploring approaches to wellbeing, take a moment to consider your own context.
How is wellbeing represented within the context’s policies, structures, practices, curriculum and pedagogy?
Approaches to wellbeing
The wellbeing of children and young people remains a concern both nationally and internationally, with an increasing focus of wellbeing policy, programs, and teacher professional development
(Anderson & Graham,2016). Supporting wellbeing is now central to the business of educational contexts. However, as Barry, Clarke and Dowling (2017) note, the challenge for educational contexts
and education system leaders lies in integrating evidence-based approaches that promote children and young people’s social and emotional wellbeing and staff wellbeing, and that are sustainable and
embedded into the everyday practice of educational contexts. Approaches to wellbeing can be categorised as: positive psychology approaches; health and physical approaches; social and emotional
learning approaches; character development and values approaches; relational approaches; and an inclusive approaches as shown in the Growing Inclusive Wellbeing model.
5. Helping individuals to develop understand the ‘self’ and the perspectives of others.
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However, it is worth noting that while research shows that positive psychology approaches (Ciarrochi, Parker, Kashdan, Heaven, & Barkus, 2015; Garland, Fredrickson, Kring, Johnson, Meyer &
Penn, 2010) and school community positive education interventions have been shown to produce positive benet (Waters, 2011), positive psychology has been criticized for being “decontextualized
and coercive, and for putting an excessive emphasis on positive states, whilst failing to adequately consider negative experiences” (Ciarrochi et al., 2016, p.1).
Figure 5.2 Andersen, C, Adapted Conceptual Model for Advancing SEL in Schools from Greensburg, M.T.,
Domitrovich, C.E., Weissberg, R.R. & Durlack, J.A. (2017). Social and emotional learning as a public health
approach to education. Future of Children, 27 (1),13-32, p.17. Used under a Creative Commons Attribution No
Derivatives Unported 3.0 Licence.
There are five core elements of the model: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.
Competence in self-awareness which involves understanding your own emotions, values, and personal goals {knowing own strengths and limitations, a sense of self- efficacy; optimism; a growth
mindset; ability to recognise how own thoughts, feelings, and actions are connected} (Greensburg et al. 2017).
Competence in self-management which encompasses regulation of own emotions and behaviours; the ability to delay gratification; manage stress; control impulses; and persevere through
challenges.
Competence in social awareness describes the ability to take the perspective of people with different backgrounds or from different cultures; empathize; act with compassion toward others;
understand social behaviour norms} (Greensburg et al., 2017).
Relationship skills involves the establishment and maintenance of healthy and rewarding relationships and includes the ability to act in accordance with social norms {communicating clearly,
listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking help when needed} (Greensburg et al., 2017).
Responsible decision-making is outlined as utilising the knowledge, skills, and attitudes to make constructive choices.
Relational approaches
According to Correa-Velez, Gifford and Barnett (2010), relational approaches provide opportunities for children and young people to feel connected; to feel that they belong; and to feel that they are
cared for. The ability of children and young people to connect has been shown to be a key protective factor in lowering health risk behaviour while concurrently increasing positive wellbeing
(McCallum & Price, 2016). Relational approaches to supporting wellbeing focus on supporting wellbeing through programs and initiatives that focus on:
Relationships that are positive and productive engagements between children/young people teachers and peers.
Belonging where a sense of membership of the educational context is experienced.
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Inclusion where a sense of being included in the educational context’s school culture, structure and processes.
Active participation which describes the extent to which children and young people feel that they participate in, and exercise voice in relations to a educational context’s activities ad affairs
(Aldridge, Fraser, Fozdar, Ala’I, Earnest & Afari, 2016). Interestingly, Fattore, Mason and Watson (2012) report that students who were provided with an opportunity to have their say and have
their opinions taken seriously, demonstrated higher levels of wellbeing than student without an opportunity to have their say.
An inclusive approach
An inclusive approach synthesises elements of positive psychology, health and physical; social and emotional learning, character development and values, and relational approaches into one approach
as educational contexts are expected to addresses all of these components we thought the approach to wellbeing needed to also be responsive to the contemporary educational context content. We
present a model to depict the approach as shown below in Figure 5.3 Growing Inclusive Wellbeing.
The inner circle, Deep Understanding of Wellbeing, represents the development of a whole educational context community understanding of wellbeing, including the enablers and impactors that are
present within the content. As authors we suggest that every individual experiences wellbeing differently and as such embrace the definition put forward by Diener, Oishi, and Lucas (2003) to be
“people’s emotional and cognitive evaluations of their lives, includes what lay people call happiness, peace, fulfilment, and life satisfaction” (p. 403). People’s views and definitions of SWB
(commonly referred to as wellbeing) are personal and dependent upon how each individual evaluates their life (Carter 2016).
The three levels of wellbeing support
The next three circles in the diagram, depict factors that have an influence on wellbeing across all populations and these can be categorised into three key sections: Individual Level Wellbeing
Supports; Community Level Wellbeing Supports; andStructural Level Wellbeing Supports.
Individual Level Wellbeing Supports – an ability to deal with thoughts and feelings; emotional resilience; ability to cope with stressful or adverse circumstances; a sense of self; and the
development of social skills.
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Community Level Wellbeing Supports – a sense of belonging, social support and community participation.
Structural Level Wellbeing Supports – social, economic and cultural factors that are supportive of wellbeing. For example: quality of housing, access to health and social services and education,
political and justice systems.
The outer circle
The out circle encapsulates what is happening throughout an educational context in embedded practice, showing the School Environment and Culture of Commitment to wellbeing through ‘Welcome
Me, Know Me and Help Me to Learn’. An educational context’s environment is reflective of all that happens within the context’s community and it can be seen, heard and felt, often through nuanced
experiences. Table 5.1 highlights key components of ‘Welcome Me, Know Me and Help Me to Learn’.
Figure 5.4: A conceptual model of the cultural indicators of an inclusive school. Source: Abawi, L., Carter, S., Andrews, D., & Conway,
J. (2018). Inclusive schoolwide pedagogical principles: cultural indicators in action. New Pedagogical Challenges in the 21st Century:
Contributions of Research in Education, 33. doi:10.5772/intechopen.70358
2. Strategic visioning
Educational context communities that have a clear meaningful and strategic vision promote the commitment of all members to pursue their work with energy, self-discipline, collaboration and a keen
sense of purpose (Fullan, 2010). Strategic visioning is a guiding process that is essentially concerned with forward thinking which draw upon the beliefs, goals and the environment within an
educational context, and “if done correctly should be the backbone of a positive and inspiring system” (Bainbridge, 2007, p.1). The longer term benefits are significant and very real, as strategic
visioning can assist an educational context’s community to “break free from convention and encourage thinking ‘outside the box’” (Bainbridge, 2007, p.3). By clearly defining an educational
context’s direction and purpose, a strategic vision alerts all with the context’s community where efforts should be directed in addition to aligning resources and effort towards common goals. A
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strategic vision should be underpinned by a shared philosophy that every child has a right to learn and every child is capable of learning and should be given the opportunity to actively participate in
all facets of school life (Carter & Abawi, 2018). It also provides a safe environment where new ideas can be encouraged, and new ways of working investigated in a safe and secure process.
Key Questions
How and why does strategic visioning contribute (or not contribute) to wellbeing within your context?
Do all members of your context accept responsibility for developing and sustaining wellbeing?
Are all members of your educational context community encouraged to actively participate in developing, implementing, and / or evaluating wellbeing in your context?
When people feel safe and have this basic need satisfied they are more able to concentrate on learning tasks.
Key Questions
Is being safe and supported acknowledged as being essential for student and staff wellbeing within your context? If so why, how and how often?
How does trust, belonging and mutual respect contribute (or not contribute) to wellbeing in your context?
How does (or does not) a positive sense of inclusiveness and/ or identity contribute (or not contribute) to wellbeing in your context?
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Providing peer support.
Opportunities for student voice where student voice is valued and invited.
Engaging in activities that focus on the exploration of spirituality (Noble et al., 2008).
Engaging student voice is important. Sometimes within schools, conversations about student wellbeing and mental health can often occur without discussions with students themselves about these
issues (Heysen & Mason, 2014). Substantial research points to the benefits and value of involving children and young people in decision making, as well provision of their points of view (Bessell,
2011). Research by Simmons, Graham and Thomas (2015) revealed just how capable students were in “providing rich, nuanced accounts of their experience that could potentially inform school
improvement” (p.129), with students often “identifying creative ways that pedagogy, the school environment and relationships could be improved, changed or maintained to assist their wellbeing”
(p.130). The voice of students within schools should then be a central part of our conversations and plans as we “work out how to nurture happy, balanced kids by actively engaging with students….
about matters that concern them” (Heysen & Mason, 2014, p.15). Such ndings highlight the importance of student voice as a democratic, participatory and inclusive approach in schools.
Key Questions
Is social and emotional learning explicitly taught in your context? If so what, why, how and how often?
How does (or does not) a sense of meaning and purpose contribute (or not contribute) to student and staff wellbeing in your context?
may present differing views or needs, including those of students with disabilities, and Aboriginal and Torres Straight
Islander peoples (our first peoples). Listening to a voice is the first step but importantly it is about valuing diverse
perspectives and engaging in meeting the learning needs of all students, teachers and educational leaders in the context.
Giving students a voice is important and suggests student-centred teaching practices that place emphasise on a student’s interests in a manner where the student feels valued (Waters, 2017). One way
of doing this could be the creation of a Student Council where students are elected by their peers, participate in informed decision making, and are empowered as advocates to have a valued voice in
what impacts them. If this is what the school has chosen, we encourage you to look at the students selected and consider the diversity of the group. Is there a representative for students with
any schools employ a
disabilities? Is there a representative for Aboriginal and Torres Straight Islander students? We suggest that schools think creatively of ways to engage as m
parent liaison officer to help create and maintain parent engagement (Carter & Creedon, 2019) but further, we encourage
you to think reflectively about whether the stakeholder groups do all actually have a voice.
12. Spirituality
Spiritual wellbeing is considered by many to play an important part in the promotion of general wellbeing, health and quality of life. Eckersley (2007) defines spirituality as “a deeply intuitive, but not
always consciously expressed sense of connectedness to the world in which we live” (p. 54), with wellbeing arising from the web of relationships and interests that arise from that connectedness. De
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Souza (2009) suggests that the term spirituality is inclusive of a myriad religions and encompasses the notion of connection to a higher being. Grieves (2006) argues that spirituality is a starting point
for wellbeing, and is understood and experienced within a social, natural and material environment, which based upon the cultural understandings that people have developed to enable them to interact
with their world.
As consequence, Yust, Johnson, Sasso, and Roehlkepartain (2006) argue that spirituality plays a role in the wellbeing of both students and staff, with spirituality being the factor in human life that
nurtures and gives expression to the inner and outer lives of students and staff, which in turn promotes balance and wellbeing. A study by Dobmeier and Reiner (2012) identified the following
mechanisms for developing spirituality within an educational context:
Reading spiritual autobiographies (Curtis & Glass, 2002).
Engaging in role plays which challenge thinking and discussion (Briggs & Dixon-Rayle, 2005).
Using reflective journaling.
Teaching the techniques of focusing, forgiveness, and meditation (Curtis & Glass, 2002).
Being exposed to a rage of panel presentations/guest speakers who reflect on their own life journeys.
Exploring spiritual readings (Briggs & Dixon Rayle, 2005).
Engaging personal narratives.
Engaging hermeneutics focuses on identifying and applying sound principles of biblical interpretation, as it is both a process of action and reflection (Carter, 2018).
Self-exploration (Boyatzis, 2009).
Talking with pastoral counselors about focused spirituality topics (Boyatzis, 2009).
Respecting spiritual connection to Country (Panelli &Tipa, 2009) and Aboriginal spirituality (Grieves,2008).
Key Questions
Do family and community partnerships support wellbeing within your context? If so, who are they used with, and how and why do they contribute (or not contribute) to wellbeing within your
context?
Is spirituality addressed within your context? If so, how is addressed and how does it contribute (or not contribute) to wellbeing within your context?
Wellbeing Resources
As part of the focus on wellbeing we encourage educational contexts to regularly collect evidence of their practice. Figure 5.4 below features a snapshot of evidence of how students are supported and
engaged in their learning and we know from research that this helps to contribute to a feeling of context connectedness and belonging which is strongly linked to positive wellbeing.
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Figure 5.5 Photograph of a snapshot of evidence growing inclusive wellbeing, (2018). Australia, USQ Photography.
Conditions for success
Educational contexts are faced with the challenge of creating a space to talk about, model and encourage healthy eating, appreciating the peaceful moments and the beauty of the world, and taking the
time to exercise.
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what healthy eating is, and to embed a focus on good nutritional practices in the day to day educational context community language and ways of working.
We strongly support the suggestion by Noble et al. (2008), stressing the importance of appointing a wellbeing coordinator or team to
oversee the implementation of any wellbeing initiatives. We also suggest that it is important to analytically and critically review practice
to know when initiates are effectively achieving the desired outcomes or when change is required so that informed decision-making can
occur.
Key Question
Consider the different perspectives that you need to take into account:
What does high participation look like, feel like and sound like for people with disabilities, learning difficulties, English as second language or dialect, first peoples, gifted and talented students,
indeed for all individuals? How do you evidence that this is occurring?
1.5.9 https://socialsci.libretexts.org/@go/page/46473
Conclusion
We, together with McCallum and Price (2016) argue that even though academic achievement continues to be a high priority within educational contexts, addressing wellbeing across the whole
educational community as well as in the learning environment, curriculum, pedagogy, policies, procedures and partnerships domains, is of upmost importance.
By investing in whole of educational context wellbeing programs and initiatives in conjunction with academic development, Scoffham and Barnes (2011) likewise argue that there will be significant
benefits not only for student wellbeing, but also to student achievement, teacher wellbeing and productivity. Wellbeing then requires a whole educational context approach, where wellbeing is
embedded in a context’s policies, curriculum, structures and practices, and as a shared responsibility of all stakeholders. This Chapter has endeavoured to grow thinking about wellbeing behaviour and
ecology, as well as highlighting a way of evidencing and supporting wellbeing growth, emphasising the importance of aligning the values of an educational context, and ways of working, with the
pathways that help enable wellbeing.
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This page titled 1.5: Pragmatic Applications of Embedding an Education Wide Focus on Wellbeing is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Susan Carter and Cecily Andersen
(University of Southern Queensland - Open Access Textbooks) .
1.5.11 https://socialsci.libretexts.org/@go/page/46473
1.6: in your context
Key Concept
Ecological and contextual analysis of wellbeing using evidence based and contextual self-assessment.
Guiding question:
How can wellbeing be enacted and promoted in my context?
Introduction
There is increasing understanding that educational contexts have an important role to play in supporting the social and emotional development of children and young people. Interventions undertaken
in educational context settings have the potential to influence a range of social, health and mental health outcomes. Evidence suggests that good mental and physical health not only optimises a young
person’s academic performance but also enhances the ability to cope with the challenges and stressors of daily life, and thereby to become a productive member of society in the longer term.
We draw your attention to wellbeing considerations for all people but especially challenge you to think about how you meet the needs of people with disabilities, some of whom have a comorbidity of
disabilities or special needs, may be profoundly disabled and could also be non-verbal. Consider also the stress factors that may be present in some families who are dealing with very complex and
challenging issues. How best can we then understand the complex needs of an individual?
Although wellbeing can be seen principally as relating to the individual, a social conception of wellbeing transfers attention to the interplay of individuals, incorporating the social and cultural
dimensions that they arbitrate as contributing to their satisfaction with life. This Chapter explores ecological and contextual analysis of wellbeing using evidence based and contextual self-assessment
as a means of understanding the concept of wellbeing from an individual, classroom, educational context, and system perspective, and what is exactly occurring within your own educational
community context. In this chapter we also suggest a way of developing a wellbeing framework based upon evidence-based practice and we include numerous practical templates for use or adaption.
We acknowledge the limitations of some of the templates when applied in various settings such as early childhood, special education units, and we seek your input to co-create more meaningful
resources. Please feel welcome to contact us, our details in the Foreword section of this book.
Activity
Before undertaking an ecological and contextual analysis of wellbeing within your own context, consider what both terms might mean for you, and how they might apply to your context.
Let’s now examine how literature defines contextual and ecological analysis. Spencer (2007) defines ecological analysis as an investigation of the relationship between individuals and each other, and
their relationship to their physical surroundings. Wu and David (2002) expanded this a little further by proposing that individuals’ perceptions about settings and their experiences within an
environment matter, and that ecological analysis is a process of understanding how individuals’ experiences contribute to ‘making sense’ of situations and experiences negotiated progressively over
time and place. Thus, an ecological analysis of wellbeing provides an opportunity to investigate the wide variety of bidirectional, and individual-context interactions that in turn, contribute to the
construct that is well being. George et al., (2015) define context as the circumstances that impact on a setting or event, and contextual analysis as the process of understanding the broader range of
relationships that influence the outcome of a subject being investigated within that setting or event. Thus, according to Smith, Montagno, and Kuzmenko (2004), a contextual analysis is an analysis of
a context within both its historical and cultural setting, the qualities that characterize it, and the characteristics of the ecology/environment that influence these.
An ecological and contextual analysis of wellbeing within a specific context /worksite offers an opportunity to investigate information about whether or not an approach / strategy / intervention ‘fits’
within the context in which it has been implemented, and provides a ‘snapshot’ of measurable community characteristics and evidence as to whether a wellbeing strategy has been implemented
effectively, has been useful, and/ or has been accepted by a particular community.
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Within this theory, Bronfenbrenner (1979) devised classifications for various levels and degrees of intervening influence on a person’s development, with these systems referred to as a “system of
layers, with each layer located inside the other, similar to that of Russian nesting dolls” (Bronfenbrenner, 1979, p. 22). Bronfenbrenner’s perspective reinforced the critical and pervasive role that the
Microsystem {the immediate environment of the individual including everyone that they interact with on a regular basis.}; the Mesosystem {the interaction between members/components of the
microsystem}; the Exosystem {the broader environment that directly affects the immediate environment of the individual}; the Macrosystem{the overarching system that consists of culture, laws,
economy, politics, etc}; and the Chronosystem {how certain variable affect the individual over time, including life events and changes in socioeconomic status} had on influencing an individual’s
behaviour, as shown in Figure 6.2.
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6.4, 6.5 and 6.6) illustrate a small snapshot of possible ideas.
Figure 6.4 Photograph of an inviting classroom with scaffolded learning where the focus was on quality learning and teaching. (2018), Australia, USQ.
Pictured below in Figure 6.5 is the intensive learning classroom which is rich in visual scaffolding helping to support the delivery of explicit instruction.
Figure 6.5 Photograph of materials to support explicit instruction. (2018), Australia, USQ.
Below in Figure 6.6, a shared language is evidence around the establishment of a shared professional dialogue and way of working where all students are welcome, teachers are challenged to create a
sense of belonging for every student and the needs of individual students are a key focus through ‘Welcome Me, Know Me, and Help Me to Learn’.
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Figure 6.6 Photograph of a meeting room whiteboard illustrating: ‘Welcome Me, Know Me, Help Me to Learn’. (2018), Australia, USQ Photography.
This photograph captures a way of working where the needs of the child are fore fronted and the focus is on student engagement in learning. The photograph was taken in the meeting room and
‘Welcome Me’, ‘Know Me’, and ‘Help Me Learn’ regularly featured in pedagogical discussion, year levels meetings and staff meetings. Teachers and teacher aides are also engaged in professional
development opportunities to further enhance their understanding was to be enacted.
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Figure 6.7 Growing Inclusive Wellbeing
Angela, a new single mother arrives at the school and enrolls her year 6 child Jo. Upon enrollment Angela is introduced to the school community liaison officer who takes the time to try and get
to know Angela and establish the beginnings of a positive relationship with Angela. This is the ‘welcome me’ in action.
Jo, the year 6 student is away from school for several days.
Activity
What assumption does the class teacher make? What action needs to occur?
As part of the ‘Welcome Me’ a possible way of working that may help to establish educational context belonging is for the educational context community liaison officer, as part of their regular
routine work, to call the family on day three at the school, at the end of week 2 and then at the end of term. Imagine if the parent liaison officer telephones the mother and it is revealed that the
mother’s car has broken down and she cannot afford to fix it and so has no way of getting Jo to school. This is the ‘Know Me’ in action. With this information the parent liaison officer can then utilise
networks and contextual understandings and linkage with others to ensure that Jo is transported to and from school. Consider how this may benefit Jo in terms of learning, engage, school
connectedness and wellbeing. If the community liaison officer makes Angela and Jo aware of the local bus and church community groups that can help ensure transport to and from shops and possible
medical appointments while Angela is saving money to fix the car, this then becomes the ‘Help Me Learn’. Angela and Jo can then learn about how to link into community networks to ensure their
needs are meet. The expectation is then not one of learned helplessness but one of learning how to engage with school community networks. Consider also if Angela had English as a second language
and was a refugee. Consider how hard would it be for Jo to engage in quality teaching and learning and have positive wellbeing. ‘Welcome Me, Know Me and Help Me to Learn’ can be enacted for
anyone through whole school community commitment and a shared knowledge language and way of working. In Table 6.2 Guiding Questions, we model a way of questioning that links to ‘Welcome
Me, Know Me and Help Me to Learn’.
Hyperlinked here is a word document which may be of use, Table 6.3 Checklist for Enablers and Impactors which outlines a possible brainstorm list that schools can use to consider impactors and
enablers. This checklist is useful to explore:
Can impactors be mitigated? If so how?
Can enablers be further developed? If so How?
We have not listed all of the impactors and enablers, rather we have brainstormed a base list that school communities can add to and contextualise. We suggest using this checklist firstly from the
perspective of the individual child, or individual teacher, individual principal or other staff member. This could be completed by the individual themselves and then the how do you know
conversation could involve a buddy, mentor, or trusted other person. We then suggest that this same sheet could be of use when you look from the educational context‘s community perspective (e.g.
what supports are evident from the context’s community for an individual with their academic performance; with their homework etc) and this should be done with input from all stakeholder groups,
staff, students and parents/caregivers.
Survey on wellbeing
We suggest that you work with all stakeholder groups and alter the wording on the survey captured here in Table 6.5 Survey on wellbeing . We have also included here an individual survey for the
educational leader / principal/ school staff which can be modified to best suit your context, captured here in Table 6.6 Individual level growing inclusive wellbeing checklist for the Principal and
School Staff . We have also included an individual survey captured her in Table 6.7 Individual wellbeing level- growing inclusive wellbeing checklist for students that specifically targets students and
we encourage you to modify it so it is age appropriate and context specific . The surveys are designed to find out what works and what isn’t working and ways for improvement. We strongly
encourage educational contexts to build upon their strengths. The surveys can be used in conjunction with normal data gathering cycles and may be useful in informing evidenced-based student and
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staff engagement discussions. The educational community can then consider how to collate, share, analyse and respond to the data and we suggest that existing committee structures could be used so a
focus on wellbeing becomes an embedded way of working.
Summary
This chapter explored the ecological and contextual analysis of wellbeing using evidence based and contextual self-assessment as a means of understanding the concept of wellbeing from an
individual, educational context, and system level, and challenges educational communities to review what is occurring within their context. Research clearly highlights the importance of a whole of
context approach on wellbeing. As authors and educators, we hope that the material shared within this text has been useful in furthering your understanding of wellbeing and in offering suggestions
for the development and implementation of a whole education context wellbeing program and focus.
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Wu, J. & David, J. L. (2002). A spatially explicit hierarchical approach to modelling complex ecological systems: theory and applications. Ecological Modelling, 153 (1-2), 7-26. doi:10.1016/S0304-
3800(01)00499-9
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Textbooks) .
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1.7: Conclusion
This page titled 1.7: Conclusion is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Susan Carter and Cecily Andersen (University of Southern Queensland - Open
Access Textbooks) .
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Index
D
dire
1 https://socialsci.libretexts.org/@go/page/46492
Glossary
Acronyms | A word formed from the initial letters bias | A personal inclination that may prevent
abstinence | Not engaging in sexual activity. of words in a phrase or series of words, such as “USA” unprejudiced consideration of a question.
abstinence | Not engaging in sexual activity. for “United States of America.”
bias | A personal inclination that may prevent
abuse | The use of illegal drugs or the use of Acrostics | A mnemonic method in which words in a unprejudiced consideration of a question.
prescription or over-the-counter drugs or alcohol for sentence or phrase work as memory aids for something
beginning with the same first letters in the acrostic.
Binge eating | An eating disorder involving
other than their intended purposes or in excessive frequent binge eating not followed by compensatory
amounts. Acrostics | A mnemonic method in which words in a behaviors.
abuse | The use of illegal drugs or the use of sentence or phrase work as memory aids for something
beginning with the same first letters in the acrostic. Binge eating | An eating disorder involving
prescription or over-the-counter drugs or alcohol for
frequent binge eating not followed by compensatory
other than their intended purposes or in excessive
active listening | A strategy for listening effectively behaviors.
amounts.
in interactive situations by focusing on what is being
said, confirming that you heard the right message,
blood pressure | The pressure blood exerts on the
academic dishonesty | Cheating or using any walls of blood vessels, resulting from complex
unauthorized or unacceptable material in academic asking for any needed clarification, watching for
processes in the body; high blood pressure is
activities such as assignments and tests; turning in nonverbal messages, and listening for requests.
associated with several diseases and health problems.
work that is not your own under your name. active listening | A strategy for listening effectively
in interactive situations by focusing on what is being blood pressure | The pressure blood exerts on the
academic dishonesty | Cheating or using any walls of blood vessels, resulting from complex
unauthorized or unacceptable material in academic said, confirming that you heard the right message,
asking for any needed clarification, watching for processes in the body; high blood pressure is
activities such as assignments and tests; turning in
nonverbal messages, and listening for requests. associated with several diseases and health problems.
work that is not your own under your name.
active reading | A conscious process in which the Bloom’s taxonomy | A classification of thinking
academic freedom | The concept present in almost skills developed by Benjamin Bloom. In order of
all colleges that instructors are free, within the reader chooses to create an interaction with the written
increasing complexity, they are knowledge,
boundaries of laws and ethics, to pursue studies and to word, with the objective of increasing understanding.
comprehension, application, analysis, synthesis, and
teach topics they deem appropriate within their field,
active reading | A conscious process in which the evaluation.
without interference from administrators, officials, or
reader chooses to create an interaction with the written
others.
word, with the objective of increasing understanding.
Bloom’s taxonomy | A classification of thinking
skills developed by Benjamin Bloom. In order of
academic freedom | The concept present in almost aerobic exercise | Brisk physical activity that increasing complexity, they are knowledge,
all colleges that instructors are free, within the requires the heart and lungs to work harder to meet the comprehension, application, analysis, synthesis, and
boundaries of laws and ethics, to pursue studies and to body’s increased oxygen needs. evaluation.
teach topics they deem appropriate within their field,
without interference from administrators, officials, or aerobic exercise | Brisk physical activity that body fluids | In general, any fluid within the body,
others. requires the heart and lungs to work harder to meet the but more specifically used for those fluids that may
body’s increased oxygen needs. carry a sexually transmitted disease: blood, semen, and
academic honesty | Fundamental principle that a vaginal secretions.
student does his or her own work and does not Aggressive communication | One-sided
interfere with the honest work of others; violations of communication in which a speaker attacks what others body fluids | In general, any fluid within the body,
academic honesty include cheating, plagiarism, say or uses a pushy, domineering style to express ideas but more specifically used for those fluids that may
fabrication of false authorities, misrepresentation, or thoughts. carry a sexually transmitted disease: blood, semen, and
inappropriate assistance from others, acting to prevent vaginal secretions.
others from accomplishing their own work, and so on.
Aggressive communication | One-sided
communication in which a speaker attacks what others body language | Another term for forms of
academic honesty | Fundamental principle that a say or uses a pushy, domineering style to express ideas nonverbal communication, including gestures,
student does his or her own work and does not or thoughts. postures, and facial expressions.
interfere with the honest work of others; violations of
academic honesty include cheating, plagiarism, Anorexia | An eating disorder involving a loss of the body language | Another term for forms of
fabrication of false authorities, misrepresentation, desire to eat, often as a result of psychological nonverbal communication, including gestures,
inappropriate assistance from others, acting to prevent problems related to how a person perceives her or his postures, and facial expressions.
others from accomplishing their own work, and so on. appearance.
body language | Another term for forms of
academic integrity | An instructor’s or student’s Anorexia | An eating disorder involving a loss of the nonverbal communication, including gestures,
desire to eat, often as a result of psychological postures, and facial expressions.
honesty and responsibility related to scholarship and
problems related to how a person perceives her or his
academic interpersonal interactions. body language | Another term for forms of
appearance.
academic integrity | An instructor’s or student’s nonverbal communication, including gestures,
honesty and responsibility related to scholarship and Anxiety | Feelings of worry, tension, and postures, and facial expressions.
academic interpersonal interactions. nervousness with or without a specific focus of
concern; severe or persistent anxiety can be a mental
body mass index (BMI) | A measure of a
person’s weight in relation to height, used medically to
Academic writing | Analytical or informative disorder.
determine whether a person is underweight, of normal
nonfiction writing that is assigned by college
instructors.
Anxiety | Feelings of worry, tension, and weight, overweight, or obese.
nervousness with or without a specific focus of
Academic writing | Analytical or informative concern; severe or persistent anxiety can be a mental
body mass index (BMI) | A measure of a
person’s weight in relation to height, used medically to
nonfiction writing that is assigned by college disorder.
determine whether a person is underweight, of normal
instructors.
articulation agreements | An agreement between weight, overweight, or obese.
acronyms | A word formed from the initial letters of a community college and four-year institution that
words in a phrase or series of words, such as “USA” allows for seamless transfer into a four-year bachelor’s Brainstorming | A process of generating ideas for
for “United States of America.” program. solutions in a group of people.
acronyms | A word formed from the initial letters of articulation agreements | An agreement between Brainstorming | A process of generating ideas for
solutions in a group of people.
words in a phrase or series of words, such as “USA” a community college and four-year institution that
for “United States of America.” allows for seamless transfer into a four-year bachelor’s budget | An organized plan for coordinating income
program. and expenditures.
Acronyms | A word formed from the initial letters
of words in a phrase or series of words, such as “USA” bias | A personal inclination that may prevent budget | An organized plan for coordinating income
for “United States of America.” unprejudiced consideration of a question. and expenditures.
bias | A personal inclination that may prevent
unprejudiced consideration of a question.
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Bulimia | An eating disorder involving frequent Cornell method | A classic method of taking debit card | A card like a credit card that functions
binge eating followed by compensatory behaviors such organized class notes using a two-column approach like a check and through which a purchase or cash
as vomiting. that highlights key ideas. withdrawal from an automated teller machine (ATM)
is made directly from the holder’s bank account.
Bulimia | An eating disorder involving frequent Cornell method | A classic method of taking
binge eating followed by compensatory behaviors such organized class notes using a two-column approach dependence | Being abnormally tolerant to and
as vomiting. that highlights key ideas. dependent on something that is psychologically or
physically habit forming (especially alcohol or
caffeine | A stimulant found in coffee, tea, many soft coronary heart disease | A heart disease caused narcotic drugs); addiction.
drinks, and other foods and drinks that increases by damage to the arteries that supply blood and oxygen
alertness and wakefulness but also may have adverse to the heart. dependence | Being abnormally tolerant to and
effects in large quantities. dependent on something that is psychologically or
coronary heart disease | A heart disease caused physically habit forming (especially alcohol or
caffeine | A stimulant found in coffee, tea, many soft by damage to the arteries that supply blood and oxygen
narcotic drugs); addiction.
drinks, and other foods and drinks that increases to the heart.
alertness and wakefulness but also may have adverse Depression | A despondent emotional state with
effects in large quantities. cover letter | A letter to potential employers to feelings of pessimism and sometimes feelings of
entice them to read a résumé. inadequacy; severe or persistent depression affecting
calories | The basic unit of food energy; consuming one’s daily life can be a mental disorder.
more calories in one’s diet than are used leads to
cover letter | A letter to potential employers to
entice them to read a résumé.
weight gain. Depression | A despondent emotional state with
calories | The basic unit of food energy; consuming Craigslist | A free online listing of classified ads, feelings of pessimism and sometimes feelings of
organized by city, useful for job searches; access inadequacy; severe or persistent depression affecting
more calories in one’s diet than are used leads to
through Craigslist.org. one’s daily life can be a mental disorder.
weight gain.
Craigslist | A free online listing of classified ads, diabetes | A disease in which the body has high
cardiovascular fitness | Having a healthy heart levels of sugar in the blood because of an inability to
and blood vessels. organized by city, useful for job searches; access
through Craigslist.org. manage blood glucose; diabetes is associated with a
cardiovascular fitness | Having a healthy heart range of serious health problems.
and blood vessels.
Creative thinking | The ability to look at things
from a new perspective, to come up with fresh diabetes | A disease in which the body has high
career | An occupation or profession requiring solutions to problems. It is a deliberate process that levels of sugar in the blood because of an inability to
special skills or training; a progression of jobs allows you to think in ways that increase the likelihood manage blood glucose; diabetes is associated with a
followed as one’s life pursuit. of generating new ideas or thoughts. range of serious health problems.
career | An occupation or profession requiring Creative thinking | The ability to look at things diabetes | A disease in which the body has high
special skills or training; a progression of jobs from a new perspective, to come up with fresh levels of sugar in the blood because of an inability to
followed as one’s life pursuit. solutions to problems. It is a deliberate process that manage blood glucose; diabetes is associated with a
allows you to think in ways that increase the likelihood range of serious health problems.
certificates of deposit (CDs) | A bank deposit, of generating new ideas or thoughts.
usually made for a fixed term, at a specified interest Discrimination | Treatment of a person based on
rate that is typically higher than the rate of a regular credit history | A general term referring to a some group, class, or category to which that person
savings account, involving a penalty for early person’s past use of credit and payment patterns. belongs rather than on individual merit.
withdrawal.
credit history | A general term referring to a Discrimination | Treatment of a person based on
certificates of deposit (CDs) | A bank deposit, person’s past use of credit and payment patterns. some group, class, or category to which that person
usually made for a fixed term, at a specified interest belongs rather than on individual merit.
rate that is typically higher than the rate of a regular credit rating | The classification of credit risk based
on a person’s financial resources, past payment pattern, distinct contributions | Knowledge or an idea that
savings account, involving a penalty for early
and personal history of debts. may be disputed or that is not found in many sources.
withdrawal.
credit rating | The classification of credit risk based distinct contributions | Knowledge or an idea that
cholesterol | A fat-like substance, made by the body may be disputed or that is not found in many sources.
on a person’s financial resources, past payment pattern,
and found naturally in animal foods, that when in
and personal history of debts.
excess levels in the body contributes to cardiovascular diversity | A condition of having differences,
disease. credit report | A written report, compiled by a generally referring to meaningful differences among
credit bureau, listing the details of a person’s credit various groups of people.
cholesterol | A fat-like substance, made by the body
history, possibly including a credit rating, FICO score,
and found naturally in animal foods, that when in diversity | A condition of having differences,
or both.
excess levels in the body contributes to cardiovascular generally referring to meaningful differences among
disease. credit report | A written report, compiled by a various groups of people.
common knowledge | Knowledge that is generally credit bureau, listing the details of a person’s credit drugs | A substance used for treating, curing, or
accepted as true and that can be found easily in various history, possibly including a credit rating, FICO score, preventing disease (prescription and over-the-counter
sources. or both. drugs) or used without medical reason to alter the body
Critical thinking | The ability to discover the or mind (illegal drugs or prescription drugs used
common knowledge | Knowledge that is generally without prescription).
value of an idea, a set of beliefs, a claim, or an
accepted as true and that can be found easily in various
argument. It requires you to use logic and reasoning to
sources. drugs | A substance used for treating, curing, or
evaluate evidence or information to make a decision or
preventing disease (prescription and over-the-counter
conflict resolution | A step-by-step process reach a conclusion.
drugs) or used without medical reason to alter the body
designed to resolve a dispute or disagreement.
Critical thinking | The ability to discover the or mind (illegal drugs or prescription drugs used
conflict resolution | A step-by-step process value of an idea, a set of beliefs, a claim, or an without prescription).
designed to resolve a dispute or disagreement. argument. It requires you to use logic and reasoning to Editing and proofreading | A close review of a
evaluate evidence or information to make a decision or revised draft that leads to stylistic refinements and
Conflict resolution | A step-by-step process reach a conclusion.
designed to resolve a dispute or disagreement. sentence- or word-level corrections.
date rape | The rape of a person by someone whom Editing and proofreading | A close review of a
Conflict resolution | A step-by-step process the person is dating.
designed to resolve a dispute or disagreement. revised draft that leads to stylistic refinements and
date rape | The rape of a person by someone whom sentence- or word-level corrections.
contraceptives | A drug, device, or procedure used the person is dating.
for the deliberate prevention of pregnancy. emergency contraception | Contraceptive
debit card | A card like a credit card that functions measures, such as a drug, used to prevent pregnancy
contraceptives | A drug, device, or procedure used like a check and through which a purchase or cash after sexual intercourse has already occurred.
for the deliberate prevention of pregnancy.
withdrawal from an automated teller machine (ATM) emergency contraception | Contraceptive
is made directly from the holder’s bank account. measures, such as a drug, used to prevent pregnancy
after sexual intercourse has already occurred.
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empathy | The ability to understand and share the genre | A kind or type of essay; an approach or a immune system | The body system, involving
feelings of another person. specific form of organization; a compare-and-contrast many different organs and body tissues, responsible for
essay, for example, is a genre often assigned by college defending the body against infection and disease.
empathy | The ability to understand and share the instructors.
feelings of another person. immune system | The body system, involving
goals | A result or achievement toward which one many different organs and body tissues, responsible for
ethical code | A system of principles for acceptable directs one’s efforts. defending the body against infection and disease.
conduct.
goals | A result or achievement toward which one immune system | The body system, involving
ethical code | A system of principles for acceptable directs one’s efforts. many different organs and body tissues, responsible for
conduct.
defending the body against infection and disease.
grade point average (GPA) | A numerical score
eustress | A positive and stimulating kind or level of representing the average of a student’s grades in all insomnia | An inability to sleep; chronic
stress. courses during a term and cumulatively through the sleeplessness.
eustress | A positive and stimulating kind or level of student’s duration at the particular high school or
college. insomnia | An inability to sleep; chronic
stress.
sleeplessness.
extracurricular | Activities at college, usually grade point average (GPA) | A numerical score
representing the average of a student’s grades in all
insomnia | An inability to sleep; chronic
organized and involving a group, outside academic
sleeplessness.
activities related to one’s courses. courses during a term and cumulatively through the
student’s duration at the particular high school or internships | A paid or unpaid position in a formal
extracurricular | Activities at college, usually college. program designed for a student to gain practical
organized and involving a group, outside academic experience in a career field.
activities related to one’s courses. grants | A sum of money or other financial aid given
to a student usually based on demonstrated financial internships | A paid or unpaid position in a formal
FAFSA (Free Application for Federal need or other criteria, intended to help meet the program designed for a student to gain practical
Student Aid) | A detailed financial application form expenses of attending college. experience in a career field.
including a college student’s (and often his or her
parents’ or guardians’) detailed financial information grants | A sum of money or other financial aid given Jingles | A phrase that is set to music and is easy to
such as income; required by almost all U.S. colleges as to a student usually based on demonstrated financial remember.
part of applying for financial aid. need or other criteria, intended to help meet the
expenses of attending college. Jingles | A phrase that is set to music and is easy to
FAFSA (Free Application for Federal remember.
Student Aid) | A detailed financial application form Harassment | Actions or words meant to disturb,
including a college student’s (and often his or her belittle, or torment another person. Kinesthetic | Referring to the sensation of body
parents’ or guardians’) detailed financial information movement or position.
such as income; required by almost all U.S. colleges as
Harassment | Actions or words meant to disturb,
belittle, or torment another person. Kinesthetic | Referring to the sensation of body
part of applying for financial aid. movement or position.
Fallacies | Defects in logic that weaken arguments. HIV (human immunodeficiency virus) |
Virus transmitted via body fluids during sexual activity learning styles | A person’s preferred approach to
Fallacies | Defects in logic that weaken arguments. and by other means such as drug needle sharing; the or way of learning most effectively.
cause of AIDS, a fatal disease. learning styles | A person’s preferred approach to
FICO score | A standard credit score often included
in a credit report generated by a credit bureau, used to HIV (human immunodeficiency virus) | or way of learning most effectively.
measure a person’s credit risk; an acronym for the Fair Virus transmitted via body fluids during sexual activity
learning styles | A person’s preferred approach to
Isaac Credit Organization, which devised the basic and by other means such as drug needle sharing; the
or way of learning most effectively.
formula for calculating this score. cause of AIDS, a fatal disease.
hormones | A substance produced in the body that learning styles | A person’s preferred approach to
FICO score | A standard credit score often included or way of learning most effectively.
in a credit report generated by a credit bureau, used to has physical, mental, or emotional effects.
measure a person’s credit risk; an acronym for the Fair liberal arts education | A college program that
hormones | A substance produced in the body that provides general knowledge about the humanities, arts,
Isaac Credit Organization, which devised the basic
has physical, mental, or emotional effects.
formula for calculating this score. and natural and social sciences, rather than
Human sexuality | A general term for how people professional or technical subjects.
financial aid | Funds or a tuition waiver in a formal experience and express themselves as sexual beings,
program designed to help students pay for college;
including feelings, thoughts, and actions.
liberal arts education | A college program that
forms of financial aid include scholarships, grants, provides general knowledge about the humanities, arts,
student loans, and work study programs. Human sexuality | A general term for how people and natural and social sciences, rather than
experience and express themselves as sexual beings, professional or technical subjects.
financial aid | Funds or a tuition waiver in a formal including feelings, thoughts, and actions.
program designed to help students pay for college; listening | Purposefully focusing on what a speaker
forms of financial aid include scholarships, grants, Identity theft | A fraudulent use of someone’s is saying with the objective of understanding.
student loans, and work study programs. identifying or personal data or documents, such as a
listening | Purposefully focusing on what a speaker
credit card.
front matter | A publishing term used to describe is saying with the objective of understanding.
the first parts of the book that are not part of the actual Identity theft | A fraudulent use of someone’s
text. The front matter may include a preface, a identifying or personal data or documents, such as a
Loneliness | An emotional state of sadness and
feeling isolated from or not connected to others.
foreword, an introduction, biographical profiles of the credit card.
authors, and the table of contents. Loneliness | An emotional state of sadness and
idioms | An expression whose meaning is not feeling isolated from or not connected to others.
front matter | A publishing term used to describe predictable by the meanings of the words that make it
the first parts of the book that are not part of the actual up; many slang expressions are idioms. major | A subject or field of study chosen by a
text. The front matter may include a preface, a college student representing his or her principal
foreword, an introduction, biographical profiles of the
idioms | An expression whose meaning is not
interest.
predictable by the meanings of the words that make it
authors, and the table of contents.
up; many slang expressions are idioms. major | A subject or field of study chosen by a
generic | Any product commonly marketed under a college student representing his or her principal
brand name that is sold in a package without a brand.
immigrated | To move to a country of which one is
interest.
not a native, usually for permanent residence.
generic | Any product commonly marketed under a Memory | The process of storing and retrieving
brand name that is sold in a package without a brand. immigrated | To move to a country of which one is information.
not a native, usually for permanent residence.
genre | A kind or type of essay; an approach or a Memory | The process of storing and retrieving
specific form of organization; a compare-and-contrast
immune system | The body system, involving
information.
many different organs and body tissues, responsible for
essay, for example, is a genre often assigned by college
instructors.
defending the body against infection and disease. mentor | A trusted individual, often an older and
wiser role model, who provides guidance and advice.
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mentor | A trusted individual, often an older and One-on-one interviews | An interview or series of primary sources | Documents, letters, diaries,
wiser role model, who provides guidance and advice. interviews with hiring managers to get to know newspaper reports, financial reports, lab reports, and
candidates and determine their fit with the records that directly report or offer new information or
Mnemonics | Tricks for memorizing lists and data. organization. Hiring decisions are largely based on ideas, rather than secondary sources (like many
Mnemonics | Tricks for memorizing lists and data. these interviews. textbooks) that collect information that originated in
primary sources.
Multiculturalism | Accepting, respecting, and online | Referring to a computer connected to other
preserving different cultures or cultural identities computers, typically through the Internet; online primary sources | Documents, letters, diaries,
within a unified society. education, for example, may occur entirely through the newspaper reports, financial reports, lab reports, and
computer. records that directly report or offer new information or
Multiculturalism | Accepting, respecting, and ideas, rather than secondary sources (like many
preserving different cultures or cultural identities online | Referring to a computer connected to other textbooks) that collect information that originated in
within a unified society. computers, typically through the Internet; online primary sources.
education, for example, may occur entirely through the
Multitasking | The performing of multiple tasks at computer. priorities | Something that is more important than
the same time, often involving technology and other things or given special attention.
communications. The term originates in computer overdraft | The act of withdrawing (or purchasing
science, referring to how a computer’s CPU can be with a debit card) more funds from an account than are priorities | Something that is more important than
programmed to function. (Importantly, the human in the account at the time. other things or given special attention.
brain does not function the same as a computer!)
overdraft | The act of withdrawing (or purchasing procrastinates | To intentionally (often habitually)
Multitasking | The performing of multiple tasks at with a debit card) more funds from an account than are put something off until another day or time.
the same time, often involving technology and in the account at the time.
procrastinates | To intentionally (often habitually)
communications. The term originates in computer
Plagiarism | The unacknowledged use of another put something off until another day or time.
science, referring to how a computer’s CPU can be
writer’s words or ideas.
programmed to function. (Importantly, the human product | The outcome or end result of a writing
brain does not function the same as a computer!) Plagiarism | The unacknowledged use of another process; the finished paper you submit.
writer’s words or ideas.
Networking | The process of engaging others in product | The outcome or end result of a writing
helping reach an objective. podcast | An audio or video recording, such as of a process; the finished paper you submit.
class lecture, made available online; so named because
Networking | The process of engaging others in podcasts were originally developed to be downloaded
professional school | An academic program to
helping reach an objective. prepare for certain professions after completion of a
and played on iPods.
bachelor’s degree, such as medical school, law school,
networking | The process of engaging others in podcast | An audio or video recording, such as of a business school, and others.
helping reach an objective. class lecture, made available online; so named because
podcasts were originally developed to be downloaded professional school | An academic program to
networking | The process of engaging others in prepare for certain professions after completion of a
helping reach an objective. and played on iPods.
bachelor’s degree, such as medical school, law school,
nicotine | A habit-forming stimulant found in podcasts | An audio or video recording, such as of a business school, and others.
tobacco, which raises blood pressure, increases heart class lecture, made available online; so named because
podcasts were originally developed to be downloaded
Rape | Unlawful sexual intercourse with or sexual
rate, and has toxic effects throughout the body.
penetration of another person without that person’s
and played on iPods.
Nicotine | A habit-forming stimulant found in consent, typically with force or threat of force.
tobacco, which raises blood pressure, increases heart podcasts | An audio or video recording, such as of a
class lecture, made available online; so named because
Rape | Unlawful sexual intercourse with or sexual
rate, and has toxic effects throughout the body. penetration of another person without that person’s
podcasts were originally developed to be downloaded
nicotine | A habit-forming stimulant found in consent, typically with force or threat of force.
and played on iPods.
tobacco, which raises blood pressure, increases heart
PowerPoint | The name of a specific software relaxation techniques | Any specific physical or
rate, and has toxic effects throughout the body.
presentation program (within Microsoft Office) used in mental practice developed to help a person calm the
Nicotine | A habit-forming stimulant found in many educational and business settings to produce and mind, relax the body, or both to lower stress and
tobacco, which raises blood pressure, increases heart deliver “slides” containing text and graphics to a group promote rest or concentration.
rate, and has toxic effects throughout the body. via a projected computer screen. relaxation techniques | Any specific physical or
nontraditional students | A general term for mental practice developed to help a person calm the
PowerPoint | The name of a specific software
college students who do not attend college within a mind, relax the body, or both to lower stress and
presentation program (within Microsoft Office) used in
year or so after graduating high school and who promote rest or concentration.
many educational and business settings to produce and
therefore are usually older than seventeen to nineteen deliver “slides” containing text and graphics to a group returning students | A college student, typically
years of age and have significant work or other via a projected computer screen. over age twenty, who has worked or engaged in other
noneducational experiences. significant activities between high school and college.
PowerPoint | The name of a specific software
nontraditional students | A general term for presentation program (within Microsoft Office) used in returning students | A college student, typically
college students who do not attend college within a many educational and business settings to produce and over age twenty, who has worked or engaged in other
year or so after graduating high school and who deliver “slides” containing text and graphics to a group significant activities between high school and college.
therefore are usually older than seventeen to nineteen via a projected computer screen.
years of age and have significant work or other revision | A critical reflection of an early draft that
noneducational experiences. PowerPoint | The name of a specific software leads to significant changes.
presentation program (within Microsoft Office) used in
obesity | Condition in which body fat has many educational and business settings to produce and revision | A critical reflection of an early draft that
accumulated to the point of having adverse health deliver “slides” containing text and graphics to a group leads to significant changes.
effects, often defined as a body mass index of 30 or via a projected computer screen.
greater.
Rhymes | Short verses used to remember data.
prescription drugs | A drug prescribed to a Rhymes | Short verses used to remember data.
obesity | Condition in which body fat has specific person for a specific medical condition by a
accumulated to the point of having adverse health health-care provider; many prescription drugs are résumé | A document used to summarize the
effects, often defined as a body mass index of 30 or illegal when used by someone other than the person for experience of a person.
greater. whom it was prescribed.
résumé | A document used to summarize the
One-on-one interviews | An interview or series of prescription drugs | A drug prescribed to a experience of a person.
interviews with hiring managers to get to know specific person for a specific medical condition by a
candidates and determine their fit with the health-care provider; many prescription drugs are
résumé | A document used to summarize the
organization. Hiring decisions are largely based on experience of a person.
illegal when used by someone other than the person for
these interviews. whom it was prescribed. safer sex | The use of protective actions or devices
during sexual activity to minimize the risk of sexually
transmitted infections and unwanted pregnancy.
4 https://socialsci.libretexts.org/@go/page/77706
safer sex | The use of protective actions or devices stereotypes | A simplified and standardized image Test anxiety | A psychological condition in which a
during sexual activity to minimize the risk of sexually of what a certain type or group of people is like, often person feels distress before, during, or after a test or
transmitted infections and unwanted pregnancy. held in common by members of a different group. exam to the point where stress causes poor
performance.
scholarships | A sum of money or other financial stereotypes | A simplified and standardized image
aid granted to a student based on academic merit or of what a certain type or group of people is like, often Test anxiety | A psychological condition in which a
other ability, intended to help meet the expenses of held in common by members of a different group. person feels distress before, during, or after a test or
attending college. exam to the point where stress causes poor
stress | A natural response of the body and mind to a performance.
scholarships | A sum of money or other financial demand or challenge, often associated with feelings of
aid granted to a student based on academic merit or tension and negative emotions. transferable skills | Skills that contribute to
other ability, intended to help meet the expenses of success in any number of occupations.
attending college.
stress | A natural response of the body and mind to a
demand or challenge, often associated with feelings of transferable skills | Skills that contribute to
scope (or focus) | A deliberate and purposeful tension and negative emotions. success in any number of occupations.
narrowing of coverage. Writers must define specific
limitations to work within to narrow the scope or stress | A natural response of the body and mind to a URL | An Internet address; URL stands for “uniform
sharpen the focus of their subject. demand or challenge, often associated with feelings of resource locator.”
tension and negative emotions.
scope (or focus) | A deliberate and purposeful URL | An Internet address; URL stands for “uniform
narrowing of coverage. Writers must define specific
stress | A natural response of the body and mind to a resource locator.”
demand or challenge, often associated with feelings of
limitations to work within to narrow the scope or
tension and negative emotions.
URL | An Internet address; URL stands for “uniform
sharpen the focus of their subject. resource locator.”
sexual intercourse | As used here, referring to stressor | Anything, such as an event or situation,
that causes a person stress. URL | An Internet address; URL stands for “uniform
heterosexual intercourse in which the penis penetrates resource locator.”
the vagina. stressor | Anything, such as an event or situation,
that causes a person stress.
values | An object or quality a person believes is
sexual intercourse | As used here, referring to desirable as a means or as an end in itself.
heterosexual intercourse in which the penis penetrates subsidized federal Stafford loan | A type of
the vagina. federal college student loan that does not begin values | An object or quality a person believes is
accruing interest until after graduation. desirable as a means or as an end in itself.
Sleep deprivation | A chronic lack of sufficient
restorative sleep. subsidized federal Stafford loan | A type of wellness | A state of physical, emotional, mental, and
social well-being, not merely the absence of disease.
Sleep deprivation | A chronic lack of sufficient federal college student loan that does not begin
restorative sleep. accruing interest until after graduation. wellness | A state of physical, emotional, mental, and
social well-being, not merely the absence of disease.
smoking cessation | The general term for any of summative assessments | A test or exam used by
an instructor to determine if a student has mastered the wellness | A state of physical, emotional, mental, and
many different programs developed to help people stop
material sufficiently to get credit for the course. social well-being, not merely the absence of disease.
smoking, including use of medications, counseling,
group therapy and support, hypnosis, and other summative assessments | A test or exam used by wellness | A state of physical, emotional, mental, and
programs. an instructor to determine if a student has mastered the social well-being, not merely the absence of disease.
material sufficiently to get credit for the course.
smoking cessation | The general term for any of Work study | A type of financial aid in which a
many different programs developed to help people stop syllabus | An outline of the course from the student works part time to earn funds for financing the
smoking, including use of medications, counseling, instructor, which covers the course objectives, the costs of attending college; may include a federally
group therapy and support, hypnosis, and other material to be covered in each class, and often subsidized or another work study program.
programs. assignments.
Work study | A type of financial aid in which a
social networking | The use of a Web site to syllabus | An outline of the course from the student works part time to earn funds for financing the
connect with people who share personal or instructor, which covers the course objectives, the costs of attending college; may include a federally
professional interests. material to be covered in each class, and often subsidized or another work study program.
assignments.
social networking | The use of a Web site to work-based skills | Skills that are specific to a
connect with people who share personal or target heart rate | The level of heartbeat that gives single occupation but are not likely to be used for
professional interests. you the best workout: about 60 to 85 percent of your others.
maximum heart rate, which is typically calculated as
standard English | Use of relatively formal work-based skills | Skills that are specific to a
220 minus your age.
English language with correct grammar and syntax, single occupation but are not likely to be used for
avoiding slang, colloquialisms, and irregular phrasings target heart rate | The level of heartbeat that gives others.
and word meanings that may be common to a you the best workout: about 60 to 85 percent of your
particular cultural group but that differ from those maximum heart rate, which is typically calculated as “traditional” student | A college student,
generally accepted by the larger culture. 220 minus your age. typically age seventeen to nineteen, attending college
directly or soon after completing high school.
standard English | Use of relatively formal teaching styles | The preferred methods or
English language with correct grammar and syntax, techniques an instructor uses to teach students, often “traditional” student | A college student,
avoiding slang, colloquialisms, and irregular phrasings based on personal preferences, individual skills, and typically age seventeen to nineteen, attending college
and word meanings that may be common to a the norms of the academic discipline. directly or soon after completing high school.
particular cultural group but that differ from those
generally accepted by the larger culture. teaching styles | The preferred methods or Glossary has no license indicated.
techniques an instructor uses to teach students, often
based on personal preferences, individual skills, and
the norms of the academic discipline.
5 https://socialsci.libretexts.org/@go/page/77706
Detailed Licensing
Overview
Title: Book: Wellbeing in Educational Contexts (Carter and Andersen)
Webpages: 19
Applicable Restrictions: Noncommercial
All licenses found:
Undeclared: 52.6% (10 pages)
CC BY-NC-SA 4.0: 47.4% (9 pages)
By Page
Book: Wellbeing in Educational Contexts (Carter and 1.3: Policy, Frameworks and Legislation Informing a
Andersen) - CC BY-NC-SA 4.0 Focus on Wellbeing - CC BY-NC-SA 4.0
Front Matter - Undeclared 1.4: Contemporary Perspectives on the Impactors and
TitlePage - Undeclared Enablers to Wellbeing - CC BY-NC-SA 4.0
InfoPage - Undeclared 1.5: Pragmatic Applications of Embedding an
Table of Contents - Undeclared Education Wide Focus on Wellbeing - CC BY-NC-SA
Foreword - CC BY-NC-SA 4.0 4.0
Licensing - Undeclared 1.6: in your context - CC BY-NC-SA 4.0
1.7: Conclusion - CC BY-NC-SA 4.0
1: Chapters - Undeclared
Back Matter - Undeclared
1.1: Connecting And Activating Prior Knowledge -
Index - Undeclared
CC BY-NC-SA 4.0
Glossary - Undeclared
1.2: Theoretical Conceptualisations of Wellbeing -
Detailed Licensing - Undeclared
CC BY-NC-SA 4.0
1 https://socialsci.libretexts.org/@go/page/166675