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Over the last number of years, there has been an increased move towards attending to the social and emotional wellbeing of students in Irish post-primary schools. Several studies have indicated that educators' positive attitudes toward health and wellbeing education are crucial to achieving whole-school implementation in terms of the promotion of student wellbeing. However, as of yet, no test instrument exists that is designed to quantify the attitudes of educators in this regard. This study aimed to develop a test instrument that could be used to assess educators' attitudes with regard to the promotion of student wellbeing in Irish post-primary schools. The study was conducted in three stages: Content validity, involving seven experts and 14 educators; exploratory factor analysis (n = 129), and; confirmatory factor analysis (n = 99). Analyses indicated the viability of a 10-item two-factor model, which was named the 'Attitudes Toward Wellbeing Promotion' (ATWP) scale.

Purpose: The success of measures aimed at promoting student health and wellbeing is greatly informed by the attitudes and perceptions of the educators assigned to implement these measures. The aim of this study was to examine the attitudes of post-primary educators in Ireland regarding the promotion of student wellbeing. Method: Semi-structured interviews (n = 11) were conducted with post-primary educators located across the Republic of Ireland. Data was analysed using reflexive thematic analysis. Results: Analysis resulted in the interpretation of five themes related to best practice, the value of wellbeing promotion, work-related time constraints, an atheoretical approach to wellbeing promotion and educators' accounts of their own wellbeing. Participants shared numerous concerns regarding their ability to attend to student wellbeing, principal among which were a lack of appropriate training, work-related time constraints and a potential systematic de-valuing of the wellbeing curriculum relative to the core curriculum. Conclusion:It is recommended that appropriate accreditation be necessary in order to register to teach any aspect of the wellbeing curriculum, and that a requisite wellbeingorientated knowledge and skillset be mandatory for all educators in order to register as a post-primary teacher with the teaching council in Ireland.

This article reviews and analyses factors impacting the evolution of the internet, the web, and social media channels, charting historic trends and highlight recent technological developments. The review comprised a deep search using electronic journal databases. Articles were chosen according to specific criteria with a group of 34 papers and books selected for complete reading and deep analysis. The 34 elements were analysed and processed using NVIVO 12 Pro, enabling the creation of dimensions and categories, codes and nodes, identifying the most frequent words, cluster analysis of the terms, and creating a word cloud based on each word's frequency. The review presents updated information about technological trends, marketing, and chronological elements regarding the evolution of the internet and social media.