Well-Being in Schools: Three Forces That Will Uplift Your Students in a Volatile World

This timely resource for teachers, leaders, and policymakers provides breakthrough insights into how to improve students' well-being in schools. Even before the COVID-19 pandemic, students' well-being was an increasingly prominent concern among educators, as issues related to mental health, global crises, and social media became impossible to ignore. But what, exactly, is well-being? What does it look like, why is it so important, and what can school systems do to promote it? How does it relate to student achievement and social and emotional learning? World-renowned education experts Andy Hargreaves and Dennis Shirley answer these questions and more in this in-depth exploration of the underlying ideas and research findings related to well-being, coupled with examples of policies and implementations from around the globe. The authors make the case for putting well-being ahead of other priorities, such as scores on high-stakes assessments, and explain the three powerful forces that educators can leverage to set up effective well-being policy and practice: prosperity for all, ethical technology use, and restorative nature. Inspiring, thoughtful, and provocative, Well-Being in Schools: Three Forces That Will Uplift Your Students in a Volatile World offers hope in a time of unprecedented challenges. Looking within and beyond the classroom, it charts a path toward a lofty but achievable goal: improved well-being not only for students but also for society as a whole.

This timely resource for teachers, leaders, and policymakers provides breakthrough insights into how to improve students' well-being in schools.

Even before the COVID-19 pandemic, students' well-being was an increasingly prominent concern among educators, as issues related to mental health, global crises, and social media became impossible to ignore. But what, exactly, is well-being? What does it look like, why is it so important, and what can school systems do to promote it? How does it relate to student achievement and social and emotional learning?

World-renowned education experts Andy Hargreaves and Dennis Shirley answer these questions and more in this in-depth exploration of the underlying ideas and research findings related to well-being, coupled with examples of policies and implementations from around the globe. The authors make the case for putting well-being ahead of other priorities, such as scores on high-stakes assessments, and explain the three powerful forces that educators can leverage to set up effective well-being policy and practice: prosperity for all, ethical technology use, and restorative nature.

Inspiring, thoughtful, and provocative, Well-Being in Schools: Three Forces That Will Uplift Your Students in a Volatile World offers hope in a time of unprecedented challenges. Looking within and beyond the classroom, it charts a path toward a lofty but achievable goal: improved well-being not only for students but also for society as a whole.

Abstract: The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume III): Students' Well-Being, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It explores a comprehensive set of well-being indicators for adolescents that covers both negative outcomes (e.g. anxiety, low performance) and the positive impulses that promote healthy development (e.g. interest, engagement, motivation to achieve). Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school - as well as at home - is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future OECD's triennial international survey, PISA (Programme for International Student Assessment), aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students, examining not just what students know, but what they can do with what they know. In PISA 2015, the survey was carried out for the first time in all 28 EU Member States in the same year, among 72 countries and economies worldwide, the results showing educators and policy makers the quality, equity, and efficiency of school systems and student learning outcomes achieved elsewhere, allowing them to learn from the policies and practices applied in other countries. The 2015 survey had a special focus on science performance but also assessed students' skills in mathematics, reading, collaborative problem solving and financial literacy Volume IV, Students' financial literacy: Examines 15-year-old students' understanding about money matters in the 15 countries and economies that participated in this optional assessment Volume II, Policies and practices for successful schools: Examines how student performance is associated with various characteristics of individual schools and school systems Volume I, Excellence and equity in education: Summarizes student performance in PISA 2015, and examines inclusiveness and fairness in participating education systems Volume V, Collaborative problem solving: Examines students' ability to work with two or more people to try to solve a problem Volume III, Students' well-being: Describes how well adolescent students are learning and living