Reframing ‘well-being’ in schools: the potential of recognition

Abstract

In Australia and internationally, the wellbeing of children and young people is a core focus of social policy, with a growing imperative to locate wellbeing within the sphere of education. However, the term 'wellbeing' remains ambiguous and the implementation of educational approaches to promote and improve it appear fragmented and ad hoc. In Australia, little is known about how wellbeing is understood and supported in schools, particularly from the perspective of students themselves. This article reports on key findings from an ambitious mixed-methods study funded by the Australian Research Council that investigated conceptualisations and practices around wellbeing in schools. Underpinned by theoretical interests linked to Childhood Studies and recognition theory, the research investigated policy, student and staff perspectives on wellbeing. The findings point to the key role of relationships, providing considerable scope for analysing the salience of Honneth's modes of recognition for wellbeing in schools.

Shame and recognition: Social work practice with vulnerable young people

“…With regard to the current study, this theory has provided an alternative lens for understanding the experiences of vulnerable young people. As with other research on recognition and young people (Graham et al, 2017;Paulsen & Thomas, 2018;Thomas et al, 2016), the young people in this study clearly articulated the value of trust-based relationships. Although the strategies they adopted may have appeared as counterproductive and at times destructive, these strategies reflected their desire to make the best of a bad situation with limited options.…”

“…Honneth (1995) proposes that well-being can be achieved through recognition at three levels summarized as "self-confidence, selfrespect and self-esteem" (Frost, 2016, p. 3). Finally, the third level involves the valuing of an individual's skills and talents and appreciation of their contribution to their community and social life (Frost, 2016;Graham et al, 2017;Houston, 2016). The second level is concerned with social and political rights where the individual is accorded respect, is able to be involved in decision making, and exercises citizenship.…”

“…Recognition theory enables an alternative understanding of social interaction, identity formation, and "the capacity to flourish" (Connolly, 2014, p. 414). The theorizing on "structural and interrelational issues" (Frost, 2016, p. 2) and the relationship between personal experience, social relations, and societal structures underline the transformative potential of recognition theory as a foundation for critical social work practice and social change (Graham et al, 2017;Houston, 2016). Honneth (1995) proposes that well-being can be achieved through recognition at three levels summarized as "self-confidence, selfrespect and self-esteem" (Frost, 2016, p. 3).…”

‘You Can't Have Well‐being If You're Dead…or Can You?’ Children's Realistic and Logical Approach to Discussing Life, Death and Wellbeing

“…This paper builds on and contributes to work in understanding children's well‐being and their perspectives on death in a death averse culture. Although studies of children's well‐being have examined different factors that contribute to understanding well‐being in different contexts (Adams, ; Gillett‐Swan, , ; Fattore and others, , ; Graham and others, ; Mashford‐Scott and others, ; New South Wales Commission for Children and Young People, ; Simmons and others, ), there has not been extended study of children's perspectives and the contributions that their views can make when seeking to clearly conceptualise the complex construct of well‐being.…”

“…Well‐being is considered across multiple disciplines including health, education, philosophy, psychology (Gillett‐Swan and Sargeant, ) and has become a contemporary buzzword in practise, used to reflect the different elements of well‐being impacting an individual (or group). Within education, much of the current focus on children's well‐being is on social, physical and emotional elements (Graham and others, ; Hallam, ; Simmons and others, ) or indeed through a ‘values’ based curriculum. Even so, despite being familiar with the word ‘well‐being’, fewer children feel confident in being able to describe what well‐being is in a way that they consider is the ‘correct’ way (Gillett‐Swan, , ).…”