Children's Social and Emotional Wellbeing in Schools

Watson, Debbie; Emery, Carl; Bayliss, Phillip; Boushel, Margaret; McInnes, Karen

doi:10.46692/9781847425324

Cited by 8 publications

(7 citation statements)

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“…This interpretation of the data might be construed as overly pessimistic but, as many authors highlight, a critical engagement with the concept of well-being and its mechanism of action in the school environment, has been notably absent from the literature on wellbeing education. While authors have critiqued the concept itself (Craig, 2007(Craig, , 2009Hayes, 2008, 2009a;Watson et al, 2012), what this study adds is indication of the degree to which the idea and assumptions of a neoliberal capitalist conceptualisation of well-being, namely individualism, moralism and bio-economism, have seeped into the primary education system. This is perhaps unsurprising as, as Sointu (2005) first pointed out almost 2 decades ago, the idea of well-being as a "normative obligation" (p. 255) has been creeping into the public conceptual lexicon for many years.…”

Section: Discussionmentioning

confidence: 86%

“What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling

Farrell,

Symonds,

Devine

et al. 2024

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PurposeThe purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system.Design/methodology/approachA hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: “What does well-being mean to you?” Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke’s framework for thematic analysis.FindingsThree conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you “do”.Originality/valueTo the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a “thing”, a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens.

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Section: Discussionmentioning

confidence: 86%

“What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling

Farrell,

Symonds,

Devine

et al. 2024

View full text Add to dashboard Cite

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“…Data collection will be conducted using validated tools to ensure the reliability and validity of the obtained information. Among these are the Ryff Scales of Well-being and Mood [74][75][76][77][78][79][80][81][82][83][84][85][86][87], as well as the Positive and Negative Affect Scale [88]. To these surveys, already used by us with both university students [89] and older adult students [54], we now add a proposed survey for older adult students that covers aspects related to educational history and past experiences, as well as aspects related to emotions, motivation, and well-being.…”

Section: Implementation Of Case Studies and Collection Of Empirical E...mentioning

confidence: 99%

“…has been emphasized. Eudaimonia posits the axiom that "well-being constitutes a dynamic social construction, whose definition is subject to continuous contextual reconfiguration" [88]. Adopting this perspective implies recognizing a significant level of autonomy and diversity in experiences.…”

Section: Well-being and Comprehensive Carementioning

confidence: 99%

"Educational Anamnesis and Emotional Well-being in Lifelong Learning for Older Adults: Strategies and Assessments for Comprehensive Care"

Rosser

2023

BJSTR

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This proposal for incorporating the methodology of anamnesis into the educational field, specifically aimed at the education of older adults, anticipates the implementation of a comprehensive approach that encompasses both emotional well-being and effective learning for this group. The goal is to personalize teaching and optimize the social and psychological well-being of students by adapting strategies from the medical field to pedagogy. This, in turn, aims to provide useful information to professionals in comprehensive care for older adults.

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“…An important issue that arises from this analysis is that the concept of wellbeing is itself poorly defined (Amerijckx and Humblet 2013;Watson et al 2012). It may be taken to simply mean "being well".…”

Section: Psychological Immunization and The Promise Of Preventionmentioning

confidence: 99%

From Targeted Interventions to Universal Approaches: Historicizing Wellbeing

Wright

2014

Rethinking Youth Wellbeing

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Concern about high rates of mental health disorders amongst young people has underwritten a proliferation of social and educational policy aimed at improving youth wellbeing. This chapter examines educational concerns with mental health through a critical analysis of wellbeing as an object of educational policy and practice. It begins by considering the construction of mental health as an educational problem, in the past and in the present, and the policy solutions that have been developed in order to address this. It then explores how rising concern with the wellbeing of young people has fostered a shift from the historically narrow educational focus on targeted interventionsfor students experiencing problems or identified as being at risk of mental health difficultiesto the more recent emphasis on universal approaches and preventative programs. The chapter concludes with some reflections on the seductive power of ideas of prevention and "psychological immunization" and considers the implications of this for contemporary educational policy and practice, and ultimately for understanding and promoting youth wellbeing.

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Children's Social and Emotional Wellbeing in Schools

Abstract: This book is a challenge to the concept of wellbeing as applied to children, suggesting that it should be understood at the level of the child, rather than a list of things that are needed in order to live well.

Cited by 8 publications

References 0 publications

“What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling

“What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling

"Educational Anamnesis and Emotional Well-being in Lifelong Learning for Older Adults: Strategies and Assessments for Comprehensive Care"

From Targeted Interventions to Universal Approaches: Historicizing Wellbeing

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