Abstract
The purpose of the chapter is to examine the policy ideas in the formulation of aims for and measurements of pupils’ school wellbeing in the 2014 Danish school reform. The analysis draws methodological inspiration from critical policy scholarship in education, discussing wellbeing as a vehicular idea, that is, a travelling idea formulated in a somewhat vague an open-ended manner. The paper closes with a discussion of concerns stemming from the twinning of pupils’ wellbeing and academic achievement in education policy, and by suggesting potential implications of the chapter’s findings for educational policymakers and practitioners.
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Notes
- 1.
The term ‘Folkeskole’ refers to the general municipal school, enrolling the majority of Danish pupils and covering the entire period of compulsory education, from the age of 6 to 16.
- 2.
Wellbeing measurements have previously been used in these schools on an optional basis. The aim of strengthening school wellbeing and the implementation of wellbeing measurements is described in the ‘Folkeskole Act’ (§16a, §56b).
- 3.
According to the documentation of these discussions in the parliament and on the e-portal for teachers, available at following websites: https://www.ft.dk; https://www.Folkeskolen.dk
- 4.
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Webpages
emu.dk/grundskole/undervisningsmiljo/trivsel (the national learningportal, Danish Ministry of Education).
https://www.uvm.dk/folkeskolen/folkeskolens-maal-love-og-regler (the Folkeskole Act, Danish Ministry of Education).
https://www.uvm.dk/statistik/grundskolen/elever/trivselsmaalinger (results).
https://www.uvm.dk/folkeskolen/elevplaner-nationale-test%2D%2Dtrivselsmaaling-og-sprogproever/trivselsmaaling (the survey tool).
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Carlsson, M. (2022). Reimagining Wellbeing in Neoliberal Times: School Wellbeing as an Adjunct to Academic Performance?. In: McLellan, R., Faucher, C., Simovska, V. (eds) Wellbeing and Schooling. Transdisciplinary Perspectives in Educational Research, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-030-95205-1_3
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