International Research Handbook on Values Education and Student Wellbeing

  • Terence Lovat
  • Ron Toomey
  • Neville Clement

Table of contents

  1. Front Matter
    Pages i-xxiv
  2. Section A: Values Education: Wellbeing, Curriculum and Pedagogy

    1. Front Matter
      Pages 1-2
    2. Philip Clarkson, Alan Bishop, Wee Tiong Seah
      Pages 111-135
    3. Kristján Kristjánsson
      Pages 179-194
    4. Karen F. Osterman
      Pages 239-260
    5. Deborah Henderson
      Pages 273-289
    6. Mark Halstead, Jiamei Xiao
      Pages 303-317
    7. Inna Semetsky
      Pages 319-336
  3. Section B: Values Education: Wellbeing and Personal Integrity

    1. Front Matter
      Pages 337-337
    2. James Arthur, Kenneth Wilson
      Pages 339-357
    3. Rebecca Spooner-Lane, Elizabeth Curtis, Amanda Mergler
      Pages 377-394
    4. Frances Farrer
      Pages 395-407
    5. Matthew Davidson, Vladimir Khmelkov, Thomas Lickona
      Pages 427-454
    6. Jacques S. Benninga, Susan M. Tracz
      Pages 521-548
    7. Bryan W. Sokol, Stuart I. Hammond, Marvin W. Berkowitz
      Pages 579-603
  4. Section C: Values Education: Wellbeing and Social Engagement

About this book


Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth – elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as ‘values education’ widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to ‘values’ and ‘wellbeing’.

This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person – social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a ‘values and wellbeing’ pedagogy.


Carnegie Curriculum Curriculum development Holistic Education Human development Living Values Moral education Pedagogy Quality Teaching Scaffolding Training UNESCO education learning school relationships

Editors and affiliations

  • Terence Lovat
    • 1
  • Ron Toomey
    • 2
  • Neville Clement
    • 3
  1. 1.Newcastle UniversityCallaghanAustralia
  2. 2.Newcastle UniversityCallaghanAustralia
  3. 3.Newcastle UniversityCallaghanAustralia

Bibliographic information