ABSTRACT

Wellbeing, Education and Contemporary Schooling examines the role of wellbeing in schools and argues that it should be integral to core policy objectives in health and education. The whole school focus chosen is conducive to the review of wellbeing in schools, and assists in better understanding the complex relationships between learners and teachers in policy contexts, where every teacher has a responsibility for learners’ wellbeing.

By exploring a range of debates about the nature of wellbeing, the book shows how a child’s wellbeing is inseparable from their overall capacity to learn and achieve, and to become confident, self-assured and active citizens. Drawing on international curriculum developments, it considers the ways in which wellbeing could reshape educational aims in areas such as outdoor learning and aesthetic imagination, helping to inform programmes of professional learning for teachers.

Separated into six parts, the book covers:

  • philosophical perspectives on wellbeing
  • policy perspectives on wellbeing
  • professional perspectives on wellbeing
  • practice perspectives on wellbeing
  • future prospects for wellbeing
  • a personal perspective on wellbeing.

Examining ways in which wellbeing can become a central component of the ethos, culture and environment of contemporary schools, Wellbeing, Education and Contemporary Schooling is an invaluable guide for all students, teachers, researchers and policy makers with an interest in learning, teaching and children’s wellbeing.

chapter |9 pages

Introduction

ByThorburn Malcolm

part |33 pages

Philosophical perspectives on wellbeing

chapter |14 pages

Wellbeing, being well or well becoming

Who or what is it for and how might we get there?
ByCassidy Claire

part |32 pages

Policy perspectives on wellbeing

chapter |15 pages

The policy prominence of wellbeing and the implications for education

ByThorburn Malcolm

chapter |15 pages

Evaluating efforts to enhance health and wellbeing

A review of policy aspirations and practice developments in Scottish secondary schools
ByThorburn Malcolm, Dey Donna

part |61 pages

The school leader perspective

chapter |15 pages

The school leader perspective

Integrating schools with the communities they serve
ByForde Christine

chapter |16 pages

Teaching for wellbeing

On the importance of creating capabilities in schools
ByMacAllister James

chapter |13 pages

The teacher-in-training perspective

Preparing teachers to incorporate wellbeing into learning and teaching
ByPorciani Monica

chapter |15 pages

The pastoral perspective

Handling sensitive issues
ByPorciani Monica

part |29 pages

Practice perspectives on wellbeing

chapter |12 pages

Literacy, language and wellbeing

BySmith Vivienne, Ellis Sue

chapter |15 pages

Wellbeing/welfare, schooling and social justice

Caring relationships with students, parents and community
ByO’Brien Maeve

part |34 pages

Future prospects for wellbeing

chapter |17 pages

Wellbeing, outdoor learning and sustainable living

ByStan Ina

chapter |15 pages

Wellbeing and aesthetic imagination

ByDoddington Christine

part |21 pages

A personal perspective on wellbeing

chapter |19 pages

A personal perspective on wellbeing

Lessons learned or insufficiently grasped?
ByMacBride George