Abstract
This study evaluates the effectiveness of a large-scale training programme on pupil well-being. The research questions are (1) to what extent did the training programme have an impact at the level of schools, and (2) to what extent did the training programme have an impact at the level of pupils? Using a survey with teachers and school principals (n=899), a survey with primary school pupils (n=2,612), and semi-structured interviews and focus groups with the main stakeholders (n=14), it was concluded that, notwithstanding high participant satisfaction, no substantial effects on school practices or on pupil well-being could be observed. Insufficient training time and the absence of post-training school counselling were key factors in the lack of success.
Highlights
There is ample evidence that pupil well-being has a significant impact on motivation (e.g. Hughes & Kwok (2007); Wigfield, Eccles, Schiefele, Roeser & Kean (2006)) and on academic achievement (e.g. Beran, Hughes & Lupart (2008); Hamre & Pianta (2001) Laevers & Heylen (2003); Wintre, Dilouya, Pancer, Pratt, Bernie-Lefcovitch, Polivy & Adams (2011))
It is assumed that these training programmes are successful, even though no evaluation has been conducted that goes beyond the level of immediate participant satisfaction (Mathison, 1992; Rossi, Lipsey & Freeman, 2004)
We needed a clear definition of ‘pupil well-being’ in order to measure the effects of the training programme at level 4 (‘Results’)
Summary
There is ample evidence that pupil well-being has a significant impact on motivation (e.g. Hughes & Kwok (2007); Wigfield, Eccles, Schiefele, Roeser & Kean (2006)) and on academic achievement (e.g. Beran, Hughes & Lupart (2008); Hamre & Pianta (2001) Laevers & Heylen (2003); Wintre, Dilouya, Pancer, Pratt, Bernie-Lefcovitch, Polivy & Adams (2011)). There is ample evidence that pupil well-being has a significant impact on motivation In Flanders – just as in other regions and countries – several projects and training programmes have been initiated by schools, counselling services, and authorities in order to support the schools’ and teachers’ capacities to strengthen pupil well-being. The evaluation of those initiatives is mostly limited to mapping participants’ initial impressions of the training sessions, which almost without exception results in the conclusion that participants were satisfied (Guskey, 2002). It is assumed that these training programmes are successful, even though no evaluation has been conducted that goes beyond the level of immediate participant satisfaction (Mathison, 1992; Rossi, Lipsey & Freeman, 2004)
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