Abstract
A low level of student wellbeing is considered an important indicator of risk for stagnation in secondary schools. The development of students’ self-regulatory skills leads to an increase of task setting, problem solving behaviour, etc. and could therefore serve as a strategy to improve school wellbeing and ultimately achievement. Due to its positive influence on the study environment, arts education is conducive to students’ wellbeing as well. The present paper presents a theoretical exploration of the benefits of implementing arts education and self-regulated learning principles for student wellbeing, as well as the opportunities of combining both learning approaches.
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