Education Well-being Research Articles

A systematic review of primary school teachers' wellbeing: room for a holistic approach.

Although the investigation of mental health and wellbeing in education has shown an exponential increase on an international scale, attention has primarily been paid to students, leaving the concept of teacher wellbeing comparatively overlooked. Extant literature offers numerous divergent descriptions, with some academics even avoiding an explicit definition of the term. Thus, there are limitations and inconsistencies in understanding teacher wellbeing as a unique construct. The aim of the current study was three-fold; (1) to assess the extent to which existing research reflects the multidimensional nature of the term teacher wellbeing, (2) to determine whether a holistic construct of teacher wellbeing could be justified, and (3) to evaluate the methodological quality of studies identified. A systematic review following the PRISMA statement was applied to peer-reviewed papers published between 2016 and 2021. Following the screening of 1,676 studies, this paper reports on findings drawn from a final sample of 61 articles conceptualizing teacher wellbeing. Studies were organized by their dominant discourses, namely negativity/ deficiency, positivity/ flourishing, and/or professionalism. Findings illustrate that teacher wellbeing was primarily conceptualized with a professionalism approach (with 18 of the identified studies taking solely this perspective). This is not completely consistent with the prior work that focused on stress and burnout (negativity/ deficiency approach) while exploring teachers' mental health and wellbeing. More importantly, there were only 6 studies that considered all three discourses together. This paper argues that important information is lost through neglecting alternative lenses, requiring further attention in order to address teacher wellbeing comprehensively. Such an endeavor is essential for shaping interventions and strategies aimed not only at enhancing teacher wellbeing but also at improving student outcomes and, ultimately, the overall quality of education. Systematic review registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021278549PROSPERO, CRD42021278549.

Just “Culture”? A qualitative study on stressors impacting surgical clerkship student learning and well-being

PurposeTransition into the surgery clerkship is stressful and challenging for third-year medical students. We conducted this study to explore medical students’ learning stressors during the surgery clerkship which may diminish their learning and well-being. Findings will help to identify targets for future educational well-being interventions to enhance students’ preparedness to enter surgery clerkship.MethodsWe conducted semi-structured interviews with medical students who had completed their surgery clerkship in 2022 at a university-based hospital system using convenience sampling. The interviews were recorded, transcribed, and de-identified. Investigators iteratively coded and analyzed transcripts using a framework method for emerging themes until reaching data saturation.ResultsWe performed 17 interviews with medical students rotating on main campus and community sites from 2 consecutive clerkship cohorts. Each interview was approximately 30 min. Three dominant themes emerged regarding stressors that negatively influenced medical student learning and well-being: 1) expectation mismatch (e.g., student felt incompetent at driving a laparoscope and believed this was a skill she was expected to have), 2) exclusion from the team (e.g., perceiving that their questions are burdensome to the team, and 3) logistical challenges (e.g., where and when to arrive on the first day of clerkship or how to navigate the complexities of the operating room schedule).ConclusionOur study suggests three predominant stressor themes that may jeopardize medical student surgery clerkship learning and well-being. Interventions during clerkship orientation are recommended to establish expectations, clarify logistical confusion, and build a welcoming and supportive surgical culture to facilitate student integration within the medical team.

Encore ça change ...

‘Finding Consensus on Well-Being in Education’ is an ambitious and inspiring work in favor of establishing flourishing as the aim of education in classrooms and schools worldwide. The authors offer theories of action to explain how education for flourishing would be virtuously self-sustaining in its ideal state, how we could transition from current educational policies and practices to those that foster flourishing, and why schools currently impede student, teacher, and social flourishing. This commentary critically examines each theory of action, raising questions about the reasons that schools currently fail to promote flourishing and why and how they might do in the future. I argue that David Cohen’s classic essay ‘Plus Ça Change . . .’ provides important insight into why education for flourishing may take as long to develop and take to scale in the twenty-first century as Deweyan progressive education took (and is continuing to take) in the twentieth century. The kind of education that the authors of ‘Finding Consensus’ are calling for is hard and ambitious work that may take a very long time to get right – even as it is also well worth trying to do so.

Delving into the structural model of students’ music performance anxiety, self-efficacy, and motivation based on a self-determination theory

Musical Performance Anxiety (MPA) is a multifaceted issue that exists on a spectrum of severity, necessitating an exploration of the underlying factors that hinder or reduce it within musical educational environments. Self-efficacy and motivation are widely recognized as significant determinants in the context of musical performance. Motivation has been a focal point in music education research, underscoring its importance in educational psychology and other skill-based performance domains. A comprehensive understanding of motivation is essential for elucidating students' achievements, performance, well-being, and intentions in music education. This study aims to investigate the impact of music students' self-efficacy and motivation on their MPA by analyzing data from 557 music participants who completed scales related to self-efficacy, motivation, and MPA. The research had a correlation-based research approach, typical in descriptive quantitative studies. The findings indicated that there exists a notable negative correlation between self-efficacy and MPA, as well as between motivation and MPA. In contrast, a substantial constructive correlation emerged between motivation and self-efficacy, indicating the interrelated nature of these constructs within the context of the study. The findings of the study through Structural Equation Modeling (SEM) indicated that a substantial proportion, estimated at around 54 %, of the variability evident in MPA among music students can be ascribed to the collective impact exerted by their levels of self-efficacy and motivation. Indeed, higher levels of self-efficacy and motivation are associated with lower degrees of MPA, suggesting that nurturing these attributes could potentially enhance music students’ overall performance. The paper provides recommendations for teaching participants in musical education.

Towards precision well-being in medical education

Medical trainee well-being is often met with generalized solutions that overlook substantial individual variations in mental health predisposition and stress reactivity. Precision medicine leverages individual environmental, genetic, and lifestyle factors to tailor preventive and therapeutic interventions. In addition, an exclusive focus on clinical mental illness tends to disregard the importance of supporting the positive aspects of medical trainee well-being. We introduce a novel precision well-being framework for medical education that is built on a comprehensive and individualized view of mental health, combining measures from mental health and positive psychology in a unified, data-driven framework. Unsupervised machine learning techniques commonly used in precision medicine were applied to uncover patterns within multidimensional mental health data of medical students. Using data from 3,632 US medical students, clusters were formulated based on recognized metrics for depression, anxiety, and flourishing. The analysis identified three distinct clusters. Membership in the ‘Healthy Flourishers’ well-being phenotype was associated with no signs of anxiety or depression while simultaneously reporting high levels of flourishing. Students in the ‘Getting By’ cluster reported mild anxiety and depression and diminished flourishing. Membership in the ‘At-Risk’ cluster was associated with high anxiety and depression, languishing, and increased suicidality. Nearly half (49%) of the medical students surveyed were classified as 'Healthy Flourishers’, whereas 36% were grouped into the 'Getting-By’ cluster and 15% were identified as 'At-Risk’. Findings show that a substantial portion of medical students report diminished well-being during their studies, with a significant number struggling with mental health challenges. This novel precision well-being framework represents an integrated empirical model that classifies individual medical students into distinct and meaningful well-being phenotypes based on their holistic mental health. This approach has direct applicability to student support and can be used to evaluate the effectiveness of personalized intervention strategies stratified by cluster membership.

Barriers and Facilitators of International Healthcare Students' Well-being in Higher Education: Protocol for A Systematic Integrative Review (Preprint)

Barriers and Facilitators of International Healthcare Students' Well-being in Higher Education: Protocol for A Systematic Integrative Review (Preprint)

Five Evidence-Based Strategies to Foster a Culture of Well-Being in Physician Assistant Education.

The objective of this study was to discuss evidence-based strategies to promote a culture of well-being with physician assistant (PA) education. Published literature on medical student, resident, and PA student well-being was reviewed with findings subsequently categorized according to well-being strategy. Five themes were found from existing well-being research within medical student and PA student education: faculty role modeling and support, dedicated curricular time, pass/fail grading schema and de-emphasizing grades, peer support and learning communities, and evaluation importance. Physician assistant educators may be able to foster a culture of well-being for their students by making even small adjustments to the existing educational curriculum.

A Guiding Model for Undergraduate Medical Education Well-Being Programs.

Most medical schools have instituted undergraduate medical education (UME) well-being programs in recent years in response to high rates of medical student distress, but there is currently significant variability in the structure of UME well-being programs and limited guidance on how to best structure such programs to achieve success. In this article, the authors, all leaders of medical student well-being programs at their home institutions and members of the Association of American Medical Colleges Group on Student Affairs Committee on Student Affairs Working Group on Medical Student Well-Being between 2019 and 2023 offer guidance to the national community on how best to structure a UME well-being program. They use the current literature and their professional experiences leading well-being efforts at 7 different institutions to review the case for addressing medical student well-being, propose a guiding model, and make recommendations for strategies to implement this model.The proposed guiding model emphasizes the importance of the learning environment and efficiency of learning to medical student well-being, as well as personal resilience. Based on this model, the authors recommend specific and tangible well-being strategies to implement systemic interventions to improve the learning environment, efficiency of learning, and personal resilience, including formalizing the well-being program; hiring qualified, dedicated, and empowered well-being leadership with clear responsibilities; acting as a central hub for resources and as a liaison with mental health care; and establishing robust program evaluation methods.

The Effects of Leadership Style, Resource Allocation, and School Culture on Teacher Job Satisfaction and Retention Rates in Indonesian High Schools

In this quantitative study, teacher job satisfaction and retention rates in Indonesian high schools are examined as a function of school culture, resource allocation, and leadership style. In the study, 276 instructors from various high schools in Indonesia were included as a sample. A structured questionnaire was used to gather the data, and structural equation modeling with partial least squares (SEM-PLS) was used for analysis. The findings show a strong positive correlation between teacher job satisfaction, school culture, resource allocation, transformational leadership, and retention rates. Three factors stand out as critical indicators of teacher job satisfaction and retention: transformational leadership, appropriate resource allocation, and a strong school culture. The aforementioned results highlight the significance of promoting supportive leadership behaviors, guaranteeing adequate resource allocation, and establishing favorable school environments in order to improve teacher retention and well-being in Indonesian secondary education.

The influence of organizational culture, transformational leadership on organizational citizenship behaviors, and organizational commitment through employee engagement

This study evaluates the impact of Organizational Culture and Transformational Leadership on Organizational Commitment and Organizational Citizenship Behavior through Employee Engagement in non-formal educational institutions (PKBM) in West Java. Data from 291 respondents were analyzed using Structural Equation Modeling (SEM) with the Partial Least Square (PLS) method. Results show that Organizational Culture and Transformational Leadership significantly influence Employee Engagement. Organizational Culture and Employee Engagement affect Organizational Citizenship Behavior, while Employee Engagement influences Organizational Commitment. Employee Engagement serves as a mediator between Organizational Culture and Transformational Leadership and Organizational Commitment and Organizational Citizenship Behavior. However, Organizational Culture and Transformational Leadership do not directly impact Organizational Commitment, and Transformational Leadership does not significantly influence Organizational Citizenship Behavior. Practical implications suggest enhancing institutional performance for the well-being of educators. The study contributes to the Integrative Organizational Behaviors Model, rooted in Social Exchange Theory, providing insights for future research on Organizational Behavior.

Emotional labour while working with families: Potential affordances for supporting early childhood educators’ wellbeing

Partnering with families is an explicit regulatory and role requirement for early childhood educators, yet the emotional labour involved is implicit and relatively unacknowledged. While research has found that complex work demands jeopardise educator wellbeing – resulting in unprecedented turnover and attrition in Australia and internationally – little research has investigated emotional labour and associated educator wellbeing in relation to partnering with families. This article argues that the limited research on educators’ emotional labour with families and its ensuing invisibility may pertain to both its positioning within social constructivist and interpretivist paradigms that render such work as naturally inherent and to conceptualisations of emotional labour theory that entrench this work in maternalistic discourses. The article positions emotional labour theory within a critical feminist lens and as a worthwhile line of inquiry to extend this body of research and disrupt maternalistic discourses that diminish educators’ skilful labour. The potential affordances pertaining to the illumination of this work as skilful for early childhood workforce policy are considered.

Indigenous youth wellbeing in higher education: a systematic literature review of qualitative studies

ABSTRACT Completing a higher education degree is a game changer for the success of Indigenous youth. However, there is a paucity of research which explores the enablers of and barriers to Indigenous higher education youth (18–25 years) wellbeing. This systematic literature review aimed to explore the nature and scope of international research that engages with Indigenous youth to identify the enablers of and barriers to youth’s wellbeing when undertaking higher education. Twenty-eight studies met our selection criteria. Major enablers of youth’s wellbeing included social connections and support. Barriers included: lack of culturally appropriate support, home sickness, financial stress and negotiating with family. These findings have highlighted a significant gap in research and practice and point to the importance of hearing Indigenous higher education youth’s voices for identifying salient strategies for respectful promotion of wellbeing in higher education.

A current study of psychological well-being in educational institutions: A systematic literature review

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.

School personnel well-being: Advancing measurement, best practices, and policy-Section 1: The role of context and competence in educator well-being.

This special issue of School Psychology is focused on promoting scholarship on school personnel well-being and safety as well as systemic factors that can be leveraged to make schools healthier places for all. This includes understanding social-ecological factors related to educator sense of personal safety and wellness, as well as focusing on school psychologists' role in promoting adaptive school environments. In this introduction to the special issue, we provide a synthesis of nine articles that capture the role of context and competence in educator well-being. Next, we reflect on what we learned from these studies about theories, measures, methods, and models related to educator well-being. We conclude with recommendations for future research directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support.

The COVID-19 pandemic has amplified preexisting challenges for educators as manifested in high rates of work-related stress and burnout, and educators leaving the profession in higher numbers than ever before. In this article, we highlight the urgency for work-related well-being supports for educators, with a particular focus on system changes. Individual self-care is necessary, yet insufficient. To this end, we recommend the use of a multitiered system of support framework to promote a supportive and balanced work environment for all educators, tailored to local needs. We provide a rationale for the use of a tiered model and give specific recommendations for implementation and sustainability of a continuum of supports for school-wide educator well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Humanizing Higher Education via Digital Wellbeing with Spiritual Construct

The field of digital wellbeing is gaining importance in higher education because of the global push for digital transformation in this sector. While most research has focused on mental, physical, social, and emotional aspects of digital wellbeing in higher education, there has been little exploration of the spiritual dimension. This paper aims to address this gap by discussing the significance of spiritual wellbeing and its role in promoting digital wellbeing in higher education. The paper emphasizes the importance of incorporating spiritual wellbeing in research and educational practices to achieve sustainable development. In conclusion, incorporating spiritual wellbeing as an indicator of digital wellbeing in higher education can benefit students and promote a holistic approach to wellbeing.

The moderating role of personality traits between job stress, wellbeing and turn over intention: A comparative analysis between professional teaching qualifications among secondary school teachers in Pakistan

This study examines the moderating role of personality traits in the relationships between job stress, psychological well-being, and turnover intentions among 245 secondary school teachers (80 males, 165 females) in Karachi, Pakistan. Data was collected using purposive sampling from private and government schools. The research evaluates how personality domains (extraversion, agreeableness, conscientiousness, emotional stability, openness) and job stress influence psychological well-being and turnover intentions, while considering demographic factors like gender, institution type, job nature, marital status, and teaching experience. Findings reveal workplace stress negatively predicted psychological well-being (β = -.976). Personality traits significantly influenced the job stress-well-being relationship, with higher extraversion, agreeableness, conscientiousness, and openness weakening job stress's negative impact, aligning with transactional stress-coping models. Unexpectedly, emotional stability strengthened the positive job stress-turnover intention link. Significant negative correlations existed between well-being and job stress (r = -.978), and well-being and turnover intention (r = -.971). Personality traits positively predicted turnover intentions. The moderating effects were statistically significant for extraversion (B = .021), agreeableness (B = .0184), conscientiousness (B = .022), emotional stability (B = .021), and openness (B = .0238). The study highlights implementing stress management and fostering positive personality traits to enhance educator well-being and retention. By identifying protective and risk factors, tailored interventions and policies can improve teachers' work-life quality and promote a conducive learning environment.

Student Mental Health Portal Based On DAS Score Using Machine Learning

Abstract: DASS-Monk is a solution for educational well-being. It provides an easy-to-use platform for students to evaluate and take care of their emotional health, stress, and anxiety. The programme offers tailored suggestions, such as relaxing music, motivational TED presentations, and focused workouts. Teachers can identify and assist kids who are in need by using a dashboard. By providing a helpful learning environment and combining technology and compassion, DASS-Monk makes the way to well-being simpler

Initiatives for promoting educator wellbeing: a Delphi study

Abstract Background Growing demands on educators have resulted in increased levels of burnout and stress and decreasing wellbeing. This study aimed to establish expert consensus on the key characteristics required in prospective educator wellbeing initiatives. Methods The Delphi approach is a process of forecasting that is based on the aggregated opinion of panel members (or experts) within a field of study. Using a Delphi approach, academic and practitioner expertise were sought over a two-rounds, with 17 and 14 participants in each round respectively. The study aimed to identify how systemic factors (e.g., leadership) could be utilised to promote educator wellbeing. The study also sought expert consensus on enablers and barriers for engagement in educator wellbeing initiatives. Results Findings highlighted the importance of fostering positive relationships with colleagues, communities and families, and the active role of wellbeing teams to promote wellbeing initiatives. The need for leaders to address their own wellbeing and build trust within teams was also identified. Panel members identified the need for prospective funding to prioritise wellbeing initiatives. There was also a preference for ongoing initiatives rather than stand-alone wellbeing events that conveyed the ongoing importance of managing one’s wellbeing. Conclusions This paper presents practical recommendations that can be used to inform the development and evaluation of future initiatives and policy. Applying the consensus derived from this study is likely to make wellbeing initiatives more viable and facilitate uptake amongst educators.

Assessing Stress Levels and Coping Mechanisms among Vocational and Technical College Students：A Case of XXX College, China

Stress is a prevalent issue among college students, exacerbated by academic demands, workload, time pressure, and future career concerns. Vocational and technical college students face additional stressors related to specialized programs, including technical skills training and industry expectations. This study focuses on stress levels and coping mechanisms among students at the XXX College in Guangdong, China, using a qualitative approach. In-depth interviews were conducted with 35 participants, revealing academic pressure, financial concerns, and personal/social challenges as significant stressors. Coping mechanisms included seeking social support, engaging in recreational activities, practicing mindfulness, and seeking professional help. The findings underscore the importance of targeted interventions and support systems to enhance student well-being and academic success in vocational and technical education.