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Wellbeing and Schooling

Cross Cultural and Cross Disciplinary Perspectives

  • Presents interdisciplinary perspectives for a holistic understanding of young people’s wellbeing

  • Shows what works relating to wellbeing interventions in educational settings

  • Suggests what is needed in teacher education to support young people’s wellbeing

Part of the book series: Transdisciplinary Perspectives in Educational Research (TPER, volume 4)

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  • ISBN: 978-3-030-95205-1
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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xvii
  2. Re-examining Conceptualisations of Wellbeing in Education

    1. Front Matter

      Pages 19-19
    2. Wellbeing and Education: Connecting Mind, Body and World

      • Catriona O’Toole, Venka Simovska
      Pages 21-33
  3. Amplifying Children’s Voices

    1. Front Matter

      Pages 173-173
    2. Re-imagining Mental Wellbeing Strategies in Schools

      • Michelle Jayman, Kyrill Potapov
      Pages 191-204
  4. Back Matter

    Pages 205-211

About this book

Collectively, the research presented in this book revisits, challenges, and rearticulates taken-for-granted wellbeing conceptualisations, policies and intervention frameworks, as critical discussion of wellbeing in relation to children and young people from a variety of socio-cultural, political, and economic settings is still relatively sparse. The contributions work synergistically to generate a sophisticated understanding of children’s wellbeing while introducing fresh and context-sensitive approaches.  Pre-conceived and taken-for-granted notions of wellbeing are problematised through four sections in (i) Re-examining conceptualisations of wellbeing in educational research and policy; (ii) Focusing on School environments, schooling, and wellbeing; (iii) Examining the significance of cultural contexts; and (iv) Amplifying children's voices. The objective is to help generate new ways of researching and thinking about wellbeing and schooling, that transcend monocultural, monodisciplinary and monomethodological strategies. The book aims to stimulate further theoretical and empirical research, as well as development of effective policies and school interventions which nuance rather than reduce complexity of both education and wellbeing.

Keywords

  • wellbeing in educational policy
  • pupil's wellbeing in the Danish school
  • wellbeing and academic achievement
  • concept of wellbeing in educational contexts
  • happiness of childhood in social and economic settings
  • Voice Inclusive Practice
  • mindfulness and schooling
  • young people's wellbeing in Kazakhstan

Editors and Affiliations

  • Faculty of Education, University of Cambridge, Cambridge, UK

    Ros McLellan

  • Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK

    Carole Faucher

  • Danish School of Education, Aarhus University, Copenhagen, Denmark

    Venka Simovska

About the editors

Ros McLellan is Senior Lecturer in the Faculty of Education, University of Cambridge, and a psychologist with a background in secondary teaching in the UK. She is PI of a recent collaborative British Council project funded through the Newton Institutional Links Programme with the Al Farabi Foundation involving research with Nazarbayev University in Kazakhstan to investigate young people’s wellbeing in that context. Previous wellbeing projects focus on the impact of creative practitioners working with young people in the classroom, and transition from primary to secondary school. Research interests also include teacher learning and development, achievement motivation, and gender.

Carole Faucher is a professor in anthropology currently affiliated with the Moray House School of Education at the University of Edinburgh. Previously, she has held faculty positions at Nazarbayev University Graduate School of Education in Kazakhstan, the University of Tsukuba in Japan, and the National University of Singapore.  Her research primarily focuses on issues pertaining to student wellbeing, health education and social identity processes among children and young people living in fragile settings. She has conducted research in Southeast Asia and Central Asia and has published extensively on these topics.

Venka Simovska is Professor in School Development, Learning and Wellbeing at the Danish School of Education (DPU) Aarhus University, in Copenhagen, Denmark. She is currently a member of the steering committee for Schools for Health in Europe (SHE) Research Group, and a co-convenor for Health and Wellbeing Education Research Network within the EERA (European Educational Research Association). Simovska’s interdisciplinary research interests combine educational theory, psychology and health/wellbeing promotion in schools. Her work involves qualitative and plural research approaches within interpretive and (post)critical paradigms. Latest publication: The Making of Wellbeing Measurement: A (Kind of) Study Protocol 2021). Outlines – Critical Practice Studies Vol. 22/1 (together with O’Toole, C.)

Bibliographic Information

Buying options

eBook USD 109.00
Price excludes VAT (USA)
  • ISBN: 978-3-030-95205-1
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book USD 149.99
Price excludes VAT (USA)