ERIC Number: EJ1432730
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: EISSN-1744-5043
Available Date: N/A
Wellbeing and School Improvement: A Scoping Review
Sean McNeven; Katherine Main; Loraine McKay
Leadership and Policy in Schools, v23 n3 p588-606 2024
Over the past decade, the intentional promotion of student and staff wellbeing (i.e., positive states of psychological, cognitive, social and physical being) has become recognized as an essential dimension of quality schooling. This development has coincided with a growing body of research that demonstrates significant correlations between wellbeing and positive school outcomes (i.e., attendance, academic achievement, classroom engagement, disciplinary absences). While this body of literature identifies why wellbeing is important to school improvement, it is not necessarily clear whether it provides insight into how wellbeing may be effectively incorporated into the praxis of school improvement. This paper reports on a scoping review that sought to identify how the construct of wellbeing is presented as an imperative within the school improvement (SI) literature. The review identified that promoting wellbeing in schools as a means of improving school outcomes can be understood through three core concepts: (a) the development of personal wellbeing and academic capability are complementary; (b) significant cultural and structural reform is necessary in schools to enable effective approaches to promoting wellbeing; and (c) a nurturing style leadership is a determining factor in a school's capability to substantively promote wellbeing. The paper also provides recommendations for further research in this area.
Descriptors: Literature Reviews, Content Analysis, Well Being, Educational Improvement, Outcomes of Education, Educational Objectives, Educational Assessment
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Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A