Roots of Care, Wings of Learning: Protecting and Prioritizing Wellbeing in Education

The concept of wellbeing in education is complex and multifaceted, with inconsistent definitions, philosophical conceptualizations, and research approaches. This paper proposes a theoretical framework for understanding and promoting comprehensive wellbeing in school education, drawing insights from global in general and the Norwegian context in particular. The paper begins by reviewing the literature on wellbeing and wellbeing in educational policies to identify common threads in contemporary understandings and approaches to wellbeing, highlighting important issues in its conceptualization. The analysis shows the need for a holistic understanding of wellbeing, encompassing its multiple dimensions, which should be introduced and advocated in schools. The paper contributes to a more comprehensive and holistic concept of wellbeing that should be an integral part of school education. The discourse highlights the emergence of an alternative, commonly agreed theoretical framework for holistic wellbeing, drawing together different dimensions of wellbeing and interconnectedness and focusing on students’ strengths. The paper concludes by discussing the implications of the framework for future research and practice. The framework offers a comprehensive and integrative approach to understanding and promoting wellbeing in school education, which can guide the development of interventions and policies that address the multiple factors influencing students’ wellbeing. The framework also highlights the need for interdisciplinary collaboration and a systems approach to wellbeing in education, which can promote a holistic and sustainable approach to education that benefits both students and society.

This introductory paper explains the background to the special collection entitled Giftedness, Disability, Gender and Well-Being in Higher Education: A Socio-Psycho-Pedagogical Perspective and provides an overview of the five selected articles. The authors approach the topic of higher education from different perspectives, focusing on student well-being, inclusive education and social inequality. This special collection aims to enable the community of scholars, policy-makers and practitioners to consider the latest approaches to these areas. The papers are based on empirical data and theoretical perspectives. Collectively, the articles highlight the centrality of well-being in the educational journey, arguing for its consideration alongside academic achievement.

Objective: As awareness of educator stress and burnout is at the forefront of issues faced in the education system, programs are being implemented to focus on the well-being and betterment of educators. Mindfulness is one such practice that has been found to increase wellness and, in many cases, decrease negative outcomes. In this study, the effects of a Mindfulness-Based Stress Reduction Program were measured in grade-school (K-12) educators. Design: A longitudinal noncontrolled trial of educators who completed baseline and short- and long-term postintervention surveys. Location: Miami-Dade County. Subjects: Two hundred thirty-six educators who worked in K-12 public and private schools. Intervention: An 8-week Mindfulness-Based Stress Reduction Program. Outcome measures: Five Facet Mindfulness Questionnaire, Self-Compassion Scale, Maslach Burnout Inventory-Educators, Patient-Reported Outcome Measurement Information System (PROMIS-29) for measuring physical and mental health functionality. Results: The multiple linear regression analysis of the short-term cohort data yielded statistically significant improvements in mindfulness, self-compassion, and personal accomplishment and decreases in isolation, anxiety, fatigue, and emotional exhaustion. In the long-term cohort, repeated measures regression showed self-compassion and mindfulness continued to improve significantly, whereas negative outcomes of fatigue and sleep disturbance showed statistically significant decreases. Effect sizes were calculated for all the measures, many of which were medium sized, total mindfulness (0.69), self-compassion (0.051), and sleep disturbance (0.49). Conclusion: Findings are consistent with previous literature and support the need for such programs that impact the educator's personal and professional experience.

This article calls for a focus on well-being and mental/emotional health in teacher education programs—driven by two important, accelerating societal and educational trends: an influx of digitally-networked technologies, and a rising crisis in mental health and emotional well-being. Internet technologies have significant learning affordances to connect people and improve their lives; but without attentiveness to human-centered well-being, they can also allow for negative effects. Prior to the pandemic, there was already rising concern about mental health in education, and its stresses and tolls have only heightened the problem. We propose that teacher education should implement curricula that supports teachers' well-being, in addition to helping them learn skills to support students’ well-being. Focusing on mindfulness as a valuable and well-validated method of supporting well-being in education, we discuss existing literature on the topic, and share anecdotal evidence from a mindfulness school initiative that the authors are involved in. Concluding with specific implications for teacher education, we also consider technological implications for well-being and mindfulness.

The capacities of early childhood educators to function well in their work environments are critical to providing high-quality programs for children. Few studies have investigated work-related wellbeing of educators from an organisational perspective. This paper reports findings from a qualitative study that investigated the perspectives about the wellbeing of educators through interviews with nine senior managers employed in ECEC organisations in Australia. Data were drawn from individual interviews and analysed using principles of conventional content analysis. Four themes were identified in the data: health and safety issues (e.g. supports needed to ensure physical and emotional safety); operational challenges (e.g. issues related to work-related stress and importance of recruiting and retaining well-qualified educators); invisibility (e.g. complexities in educator’s work for which the impact on personal wellbeing may not be easily evident to others); supportive adult work environments (e.g. aspects of workplace design, work and staffing practices). The key stakeholders interviewed also identified strategies used to address workplace challenges that impact on educator wellbeing.

Background Teacher wellbeing and teacher resilience are frequently used constructs when discussing and researching teachers’ work and lives. However, these terms are often used interchangeably and without clarification, highlighting a need to strengthen both conceptual clarity and understanding of the relationship between wellbeing and resilience in teacher research. Purpose To address this need, our discussion paper examines how teacher wellbeing and teacher resilience have been conceptualised and introduces an integrative model that aims to elucidate the relationship between the two. Sources of evidence and main argument First, we reviewed papers that addressed teacher wellbeing as well as teacher resilience during the last 10 years. In terms of their relationship, we identified four different positions. The most prominent position was that teacher resilience supports the maintenance and development of teacher wellbeing. Second, based on these findings, we developed the Aligning Wellbeing and Resilience in Education (AWaRE) model to specify the relationship between the two constructs and the key aspects of a resilience process. We explain the framework, the individual components of the model and outline the crucial role of appraisals and emotions within the resilience process. We also discuss how this model contributes to the field and may be used as a framework for future research. Conclusion The AWaRE model describes a resilience process that is embedded in contextual as well as individual challenges and resources. Within the process, the individual teacher aims at maintaining, restoring and developing their wellbeing. Further research is needed, including empirical validation of the model across the teaching profession. However, the AWaRE model is proposed as a useful tool that can help to clarify the constructs of resilience and wellbeing in educational contexts, and can assist educational practitioners to better understand the resilience process.

As we celebrate the 42nd UP Manila Day and the 45th Anniversary of the Health Sciences Center Autonomy, we find ourselves at a crucial intersection of education and public health. This year’s theme, “Pagdiriwang ng Kaalaman Tungo sa Pangkalahatang Kalusugan” (Celebrating Knowledge for Universal Health), highlights the essential role that knowledge plays in fostering a healthier society. The recent study, “Teachers as Health Workers in the Philippines,” serves as a compelling reminder that educators are not only disseminators of knowledge but also vital contributors to the health and well-being of our youth. This editorial reflects on the implications of this study, advocating for policy changes that recognize and support the healthrelated roles teachers play, while ensuring their well-being is not sacrificed in the process. The findings from this study reveal the extensive health-related responsibilities that public school teachers undertake, often without sufficient recognition or support. From administering vaccinations to addressing mental health concerns and providing first aid, teachers are on the front lines of health promotion within their communities. The World Health Organization underscores the transformative potential of educational institutions in promoting health and well-being, noting their significant influence on children’s or student’s health behaviors and outcomes. However, this potential remains largely unrealized when teachers are overwhelmed and unsupported. Historically, the systemic pressures placed on educators have gone unaddressed, resulting in chronic overwork and stress. As we reflect on these findings, it is imperative to advocate for changes that acknowledge and support teachers in their dual roles as educators and health workers. The Role of Teachers in Health Promotion The study illustrates that teachers regularly engage in health-related tasks, such as monitoring students’ health metrics and facilitating government health programs. These roles, while crucial, often come at a personal cost. Teachers reported feeling unqualified for these responsibilities and frequently sacrificed their own well-being to care for their students. This scenario is not unique to the Philippines; similar findings have emerged globally, indicating that teachers in various contexts are thrust into roles beyond their training. As we celebrate the achievements of UP Manila and its commitment to health sciences, we must also reflect on the challenges facing educators. The well-being of teachers directly impacts educational outcomes, and a healthier workforce contributes to a more effective learning environment. Policy Implications: Towards Sustainable Support for Educators In light of the study’s findings and the overarching theme of this year’s UP Manila celebration, it is imperative that we advocate for systemic reforms that recognize teachers as vital and transformative health workers. The Commission on Higher Education (CHED) as well as the Department of Education (DepEd) should consider developing a framework that outlines the health-related responsibilities of teachers while ensuring they receive the necessary training and resources. Integrating school health professionals, such as nurses and counselors, into the educational framework can alleviate the burdens placed on teachers. A study from the UK demonstrated that the presence of school nurses significantly improved health outcomes and reduced workloads for educators. Implementing similar models in the Philippines could enhance both teacher and student well-being, aligning with the principles of comprehensive health promotion championed by UP Manila. Celebrating Knowledge and Teacher Well-being The celebration of UP Manila’s milestones serves as an opportunity to reaffirm our commitment to the health and wellbeing of both educators and students. As we gather to honor these achievements, let us also champion the need for policies that prioritize the mental and physical health of teachers. Research consistently shows that healthier teachers contribute to better student performance and overall school success. By creating a supportive environment, we acknowledge that the well-being of educators is integral to achieving universal health—a key tenet of this year’s theme. The call for action is clear: we must advocate for educational policies that not only recognize teachers’ health-related roles but also equip them with the resources to fulfill these responsibilities without compromising their own well-being. By fostering an environment where educators are supported, we can ensure a healthier future for our students and, by extension, for our society as a whole. Conclusion: A Shared Responsibility for Health As we reflect on the 42nd UP Manila Day and the 45th Anniversary of the Health Sciences Center Autonomy, let us embrace the opportunity to reshape our approach to education and health. Recognizing teachers as vital and transformative health workers is a critical step toward creating a healthier educational environment. It is our shared responsibility— policymakers, educational leaders, and the community—to ensure that teachers are equipped and supported in their dual roles. Together, we can celebrate knowledge as a powerful tool for universal health and well-being, ultimately building a brighter future for all.

The role of well-being in higher education has received increased attention from both researchers and practitioners in recent years. In this thought piece, we argue that a eudaemonic well-being approach represents an important lens through which to examine well-being in the educational context. Moreover, such an approach is consistent with the progressive school of thought in educational theory and child-centered approaches to teaching and learning. A wide range of traits, skills and abilities that arguably count as eudaemonic youth outcomes are currently designated by education researchers as important “non-academic” outcomes. These have been labeled “character”, “character virtue development”, “social emotional learning”, “pro-social behavior”, “positive youth development”, “learning mindsets and skills”, “capacity for accomplishment”, “thriving”, “non-cognitive skills” and “personal success skills”. We review a number of relevant eudaemonic approaches and research findings relevant to education, and offer suggestions for how an educational system that has as its goal the expansion of eudaemonic well-being—depending on how well-being is defined—can contribute to a more just society and world.

Youth wellbeing is a pressing international problem, and it is a key concern of educational institutions, considering the substantial amount of time that youth spend in school. Educators require empirically validated and theoretically sound methods to support students’ wellbeing. This article critically examines the literature on youth wellbeing and interventions in positive education and proposes an innovative, social ecological approach to promoting wellbeing in education. Personal Projects Analysis is a complementary approach addressing several gaps identified in existing interventions (e.g. lack of consideration of ecological and cultural contexts, need for a person-centred approach to support unique goals of diverse students). Implications and applications are discussed to demonstrate how school leadership and educators can apply Personal Projects Analysis to promote the wellbeing of all students.

Despite efforts towards bridging the education gap between tribal (Scheduled Tribe) and non-tribal (Non-Scheduled Tribe) children, contrasting poor-quality education questioned the tribal children’s educational wellbeing in India. Early childhood circumstances render a remarkable impact on the educational wellbeing of children in later years. This study examined the influence of early childhood circumstances (child, household and community characteristics) during 2005 on the educational wellbeing inequality (among India’s tribal and non-tribal children) during 2012 using the India Human Development Survey panel dataset of 8611 children. The Educational wellbeing score was obtained from reading, mathematical and writing test scores using Principal Component Factor Analysis. We performed the Blinder-Oaxaca decomposition of the educational wellbeing inequality among India’s tribal and non-tribal children. The ST children’s average educational wellbeing score (−0.41) was much lower than the Non-ST children (0.04). Findings from the Blinder-Oaxaca decomposition show that the household economic condition in children’s early ages contributed to 24% of educational wellbeing inequality among tribal and non-tribal children. Further, the education status of males and female adults and the sanitation condition of families considerably impacted educational wellbeing. The present study concludes that caste antagonism has not reduced with time. The missing focus on the minority groups resulted in a deteriorated educational wellbeing.

From struggling to flourishing and thriving: Optimizing educator wellbeing within the Australian education context

The COVID-19 pandemic has disrupted education systems worldwide, with students facing challenges related to online learning, social isolation, and mental well-being. This study explores the determinants of well-being in education among secondary school students in northeast Thailand during the post-pandemic recovery phase. Employing a multistage sampling approach and Cochran’s formula for sample size determination, the research engaged 400 students from 30 schools. Data were collected using an interview schedule based on the OECD’s framework for well-being in education, assessing psychological, social, cognitive, and physical dimensions. Multiple regression analysis revealed that students’ perceptions of the pandemic’s social impact, family relationships, school personnel, and the school’s physical environment significantly influenced their well-being in education, collectively explaining 45.30% of the variance. The findings underscore the importance of fostering supportive family environments, ensuring adequate school staffing, and improving educational infrastructure to enhance students’ well-being in the post-pandemic context. This study offers valuable insights for educators and policymakers in developing targeted interventions and policies that prioritize the holistic well-being of students, ensuring a resilient and inclusive educational environment in the face of global crises.

The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.

We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders' (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff's depleted psychological resources, promoting staff well-being. In two national studies, a cross-sectional (NStudy 1 = 4,847) and a two-wave study (NStudy 2 = 2,749), we tested the association between United States preK-12 educator perceptions of school leaders' ER and ES with educator well-being before and during the COVID-19 pandemic, employing structural equation modeling and multilevel modeling. In Studies 1 and 2, educator reports of their leaders' ER and ES skills predicted greater educator well-being, including higher positive affect and job satisfaction and lower emotional exhaustion and turnover intentions. In moderation analyses, perceived leader ER predicted well-being about equally among educators facing severe versus mild health impacts from COVID-19. In contrast, perceived leader ES was more strongly associated with educator well-being for some outcomes in those severely versus mildly impacted by COVID-19 illness and death. Leader ER played a role in the well-being of everyone, whereas leader ES was more predictive of well-being for those severely impacted by a crisis. Regarding implications for policy and practice, efforts to promote well-being among educators may be enhanced when combined with efforts to develop school leaders' ER and ES skills, especially in times of crisis. Accordingly, school districts should consider the value of investing in systematic, evidence-based emotion skills training for their leaders.

Effective educator wellbeing interventions should consider the individual, relational, and contextual influences on educator wellbeing. Given the gap between the effectiveness of positive psychology interventions (PPIs) and their real-world success, it is essential to understand and adapt to the school context when integrating psychological interventions into educational settings. The MARKERS (Multiple Action Responsive Kit for Educator, Relational, and School wellbeing) educator wellbeing program is multi-level, designed to consider the individual, relational, and contextual influences on wellbeing. Its multi-foci design also allowed for adaptations to specific contexts. This study examines the impact of the MARKERS program in one school in Aotearoa New Zealand. We use a mixed methods case study approach that draws on measures of educator wellbeing, social network measures of energising interactions, and focus group data. The use of stochastic actor-oriented models (SAOMs) allowed us to examine changes to the social network over time. Findings show that MARKERS program participants experienced a significant positive change in their relational space and experienced more energising interactions, but they were ‘swimming against the tide’ as other staff in the school had fewer energising interactions with their colleagues. Our study illustrates the importance of considering the relational and contextual influences on wellbeing when evaluating educator wellbeing interventions.