Enhancing wellbeing in educational settings is a challenging endeavour as wellbeing education is inherently complex. This interdisciplinary conceptual paper aims to bridge the gap between psychological interventions and educational contexts by adopting a complexity lens to consider the puzzle of wellbeing in educational settings. We draw on the fields of positive psychology, educational theory, complexity thinking, and indigenous worldviews to conceptualise wellbeing education and illustrate the need to weave approaches together. Embracing a complexity lens, we offer ways of prompting emergent wellbeing change: incorporating diverse perspectives, trialling nudges, and attending to interactions across the system. We argue that complexity-informed approaches to wellbeing education have the potential to create emergent change in and across complex educational systems.

This paper investigates some participant outcomes from a part-time postgraduate course for in-service teachers, focusing on digital and collaborative learning and leadership, delivered in several locations across New Zealand. In order to monitor the success of the course, regular anonymous feedback is gathered. One question in particular is essential to this feedback; to what extent does attending the course lead to transformation of classroom practice by the participants? The authors analysed free text responses to on-line surveys which posed this question to two different course cohorts. Their findings were that almost all of those who had completed the relevant course modules reported making changes their practice. Some were still making tentative steps towards new forms of pedagogy, but the majority were transforming the way they managed the learning processes within their classrooms, and many were beginning to apply their newly developed awareness of leadership skills to extend their ambitions to aim to transform their schools.

<p>Critics have recognised folk‐tales as being among the varied sources Shakespeare has mined for the plots of his plays. However, this recognition has often formed the basis of an argument which seeks to excuse what are perceived as flaws in Shakespeare’s plays, for example claiming that humanised characters jostle against their folk‐tale or popular culture archetypes, or that friction is generated when a folk‐tale plot is placed into a realistic setting. There has been little examination of Shakespeare’s relationship to his sources from folk‐tale, and so in this thesis I use the motif of the “test imposed to prove worthiness” (Stith Thompson’s Motif H900) as an example of the way Shakespeare develops, doubles and ultimately subverts these sources. I examine three comedies which employ this motif: The Taming of the Shrew, The Merchant of Venice and All’s Well That Ends Well. In the first play I argue that the testing of Katherina’s obedience rebounds to test Petruccio’s masculinity. In The Merchant, I argue that the casket test and doubled ring test play a crucial role in the development of Bassanio’s worthiness and loyalty, simultaneously casting doubt on Portia’s faithfulness. Finally, in relation to All’s Well, I argue that the test motif and by extension its folk‐tale sources are subverted so that the impossible tasks rebound not only on Bertram, but on the play as a whole, testing the genres of romance and realism. I find that testing cycles have a structural function as they fall between the couples’ weddings and consummations. Because of this placement, they are linked to private and public anxieties about sexuality and fidelity, in turn demonstrating their thematic function. The development, doubling and subversion of folk‐tales allow Shakespeare to explore ideas fully, often contrapuntally. Thus, my thesis seeks to address the gap in the critical studies by contending that Shakespeare makes innovative use of his folk‐tale sources. While ambiguity is certainly generated in each of the three plays, this is a deliberate effect rather than a flaw; no apology is required.</p>

<p>Critics have recognised folk‐tales as being among the varied sources Shakespeare has mined for the plots of his plays. However, this recognition has often formed the basis of an argument which seeks to excuse what are perceived as flaws in Shakespeare’s plays, for example claiming that humanised characters jostle against their folk‐tale or popular culture archetypes, or that friction is generated when a folk‐tale plot is placed into a realistic setting. There has been little examination of Shakespeare’s relationship to his sources from folk‐tale, and so in this thesis I use the motif of the “test imposed to prove worthiness” (Stith Thompson’s Motif H900) as an example of the way Shakespeare develops, doubles and ultimately subverts these sources. I examine three comedies which employ this motif: The Taming of the Shrew, The Merchant of Venice and All’s Well That Ends Well. In the first play I argue that the testing of Katherina’s obedience rebounds to test Petruccio’s masculinity. In The Merchant, I argue that the casket test and doubled ring test play a crucial role in the development of Bassanio’s worthiness and loyalty, simultaneously casting doubt on Portia’s faithfulness. Finally, in relation to All’s Well, I argue that the test motif and by extension its folk‐tale sources are subverted so that the impossible tasks rebound not only on Bertram, but on the play as a whole, testing the genres of romance and realism. I find that testing cycles have a structural function as they fall between the couples’ weddings and consummations. Because of this placement, they are linked to private and public anxieties about sexuality and fidelity, in turn demonstrating their thematic function. The development, doubling and subversion of folk‐tales allow Shakespeare to explore ideas fully, often contrapuntally. Thus, my thesis seeks to address the gap in the critical studies by contending that Shakespeare makes innovative use of his folk‐tale sources. While ambiguity is certainly generated in each of the three plays, this is a deliberate effect rather than a flaw; no apology is required.</p>