Student Wellbeing at School: The Actualization of Values in Education

Abstract

The notion of student wellbeing is interpreted within the Aristotelian concept of human flourishing (eudaimonia). In other words, providing for student wellbeing means orchestrating such conditions and influences as are needed for actualization of student potential, whether it be cognitive, affective, social, moral, ethical or spiritual. Consideration of student wellbeing in this chapter will focus on the necessity of providing those conditions under which student potential can develop and flourish. Recent educational research has afforded evidence of the influence of schools on student wellbeing and academic achievement. At the same time, it has also evoked recognition of the importance of attending to and providing for the affective, cognitive and social developmental needs of students. This concurs with recent findings of neuroscience that emphasize the synergy between the affective, cognitive and social dimensions in learning, maturation and human judgement. This means that the values embedded within the learning context have a vital role in determining the quality of the educational experience. Taking values to the heart of the educational endeavour begins with valuing students and orchestrating those conditions wherein students can develop agency across personal, social, academic, spiritual and moral domains.

Youth Access to ICT Resources and Subjective Well-being in the Middle East: A Spatial Bivariate Copula Regression Analysis

“…Since the scientific evidence suggests that ICT resources have the greatest potential to empower youth and thereby raise their well-being (Loebach, 2019), and also because youth experiencing greater sense of holistic well-being are more able to learn and assimilate in effective ways (Clement, 2010;Wang & Degol, 2016); more likely to engage in healthy and fulfilling social behaviors (Poulou & Norwich, 2019), and more likely to invest in their own and others' wellbeing and in the sustainability of the planet as they embrace their social, professional and leadership roles in adulthood (Scales et al, 2016), each country will have to find a way to better assist its youth in this regard, while collaborating with regional country members in a concerted effort to assist not only each country in its own development path, but also the region as a whole to live up to its growth potential by the 2030.…”

“…In addition, the scientific evidence suggests that youth experiencing greater sense of holistic well-being are more able to learn and assimilate information in effective ways (Clement, 2010;Thapa et al, 2013;Wang & Degol, 2016); more likely to engage in healthy and fulfilling social behaviors (Cohen, 2006;Poulou & Norwich, 2019), and more likely to invest in their own and others' well-being and in the sustainability of the planet as they embrace their social, professional and leadership roles in adulthood (Blum, 2002;Scales et al, 2016).…”

Inculcating Human Values among School Students through Effective Teaching

“…They hardly know how they should live their lives, commit themselves to the welfare of the country, care for the environment and other social and moral issues. They are not clear what they want to be after completion of their schooling (Clement, 2010). The problem of declining values is multi dimensional arising out of combination of major social forces such as globalization, actualization, consumerism, commercialization of education, threats to humanity due to climatic changes, degradation of environment, violence and terrorism.…”

“…Initially, there may not be any conceptualization but later such learning may be transferred from one particular situation to another. When students are made to judge themselves the worth of prioritized activity, situation or an idea by independent appraisal and reflection, the internalization of values takes place (Clement, 2010).…”

Bases neuroéticas para la educación moral: una neurorracionalidad dialógica y práctica

“…Muchos autores entienden en este sentido que "bienestar" debería estar relacionado con el sentido aristotélico de eudaimonia o felicidad, en el sentido de la mejor vida posible, una vida que vale la pena vivir porque fue elegida por el propio bien que implica vivirla. La quintaesencia de la eudaimonia ha sido entendida comúnmente como contemplación (Clement, 2010). Pero esto requiere de una explicación más profunda.…”