Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives (Transdisciplinary Perspectives in Educational Research, 4)

"Collectively, the research presented in this book revisits, challenges, and rearticulates taken-for-granted wellbeing conceptualisations, policies and intervention frameworks, as critical discussion of wellbeing in relation to children and young people from a variety of socio-cultural, political, and economic settings is still relatively sparse. The contributions work synergistically to generate a sophisticated understanding of children's wellbeing while introducing fresh and context-sensitive approaches. Pre-conceived and taken-for-granted notions of wellbeing are problematised through four sections in (i) Re-examining conceptualisations of wellbeing in educational research and policy; (ii) Focusing on School environments, schooling, and wellbeing; (iii) Examining the significance of cultural contexts; and (iv) Amplifying children's voices. The objective is to help generate new ways of researching and thinking about wellbeing and schooling, that transcend monocultural, monodisciplinary and monomethodological strategies. The book aims to stimulate further theoretical and empirical research, as well as development of effective policies and school interventions which nuance rather than reduce complexity of both education and wellbeing."--Cover page 4 Foreword The Continued Dominance of Traditional Models of ‘What Really Counts’ as Education The Need for Educational Transformation to Meet the Crises and Challenges that Face Us Transformation of the Inner Person Transforming Our Settings References Contents Contributors Chapter 1: Wellbeing and Schooling: Why Are Cross-Cultural and Cross-Disciplinary Perspectives Needed? Wellbeing, Schooling and Educational Strategies: Why Are Cross-Cultural and Cross-Disciplinary Perspectives Needed? Notes on the Contributions and Structure of the Book Part I. Re-examining Conceptualisations of Wellbeing in Education Part II. School Environments, Schooling, and Wellbeing Part III. The Significance of Cultural Contexts Part IV. Amplifying Children’s Voices Concluding Reflections References Part I: Re-examining Conceptualisations of Wellbeing in Education Chapter 2: Wellbeing and Education: Connecting Mind, Body and World Introduction Moving Beyond Monological Theorising Thinking Differently About Wellbeing Wellbeing as an Educational Goal Bringing It All Together Implications for Educational Practice References Chapter 3: Reimagining Wellbeing in Neoliberal Times: School Wellbeing as an Adjunct to Academic Performance? Introduction The Mobility of the Idea of School Wellbeing into Danish School Policy Policy Intentions and Policy Enactment Policy Intentions Policy Enactment Concluding Discussion References Webpages Chapter 4: Positive Education, Schooling and the Wellbeing Assemblage: Old and New Approaches to Educating the Whole Child Introduction What’s the Problem? Positive Education, Wellbeing and Engagement Educating the Whole Child: Wellbeing, Engagement and Achievement Social and Emotional Learning, and Positive Education Community Embrace of Wellbeing and Positive Education Embracing Positive Education and Wellbeing in Schools New Answers to Old Questions Conclusion References Part II: School Environments, Schooling, and Wellbeing Chapter 5: Wellbeing of Primary and Secondary School Students in Switzerland: A Longitudinal Perspective Introduction Student Wellbeing (SWB) Research Questions and Hypotheses Method Participants and Procedure Measures Results Descriptive Statistics Developmental Trends in SWB Group Differences in SWB Discussion References Chapter 6: Taking a Break from the ‘School Machine’: Understanding the Intended Purposes of School-Based Mindfulness Amongst Teachers Introduction The Heterogeneity of School-Based Mindfulness Research Design Conceptual Framework Findings and Discussion Classroom Management and Didactics Self-Esteem and Self-Acceptance Learning and Attention Wellbeing and Stress Reduction Embodiment Being in the Present Moment Empathy Transformation Relaxation and Time Outs Concluding Remarks References Chapter 7: Childhood Adversity and Education: Integrating Trauma-Informed Practice Within School Wellbeing and Health Promotion Frameworks The Nature, Prevalence, and Impact of Childhood Adversity Trauma-Informed Schools: Current Research and Practice Childhood Adversity and Global Health Priorities Addressing Adversity Through Curriculum, Pedagogy and Whole-School Approaches Conclusion References Part III: The Significance of Cultural Contexts Chapter 8: Laying the Foundation for Wellbeing in Youth in New Zealand: Developing Socio-Emotional Understandings in Students, Families, and Teachers Through a Co-constructed Culturally and Linguistically Sustaining Framework Introduction Conceptual Frameworks That Guide Our Work Our Approach Co-constructing of Socio-Emotional Practice Heather’s Story – Waitaiki – Kōhatu Mauri (Mauri Stone) Moving Forward References Chapter 9: Developing a Culturally Appropriate Tool to Assess Young People’s Wellbeing in Kazakhstan: A Derived Etic Approach Introduction Kazakhstan Context Measuring Young People’s Wellbeing: Starting Point for Development of a Tool for Kazakhstan National Measurement Programmes and Their Limitations Developments in Conceptually Derived Childhood Wellbeing Scales Issues with WEIRD Tools and the Derived Etic Approach The Derived Etic Approach in Action Challenges of Applying a Derived Etic Approach and Concluding Thoughts References Chapter 10: Wellbeing in Personal Development: Lessons from National School-Based Programmes in Ireland and South Korea Policy Interest in Personal Development and Wellbeing in School Settings Transition Year Free Year Program Lessons from Transition Year and Free Year Program Conclusion References Part IV: Amplifying Children’s Voices Chapter 11: School Violence and Wellbeing in Southern Ecuador: Exploring Popular Perceptions and Official Discourse Paradoxes Introduction The Official Discourse on School Violence in Ecuador Wellbeing, School Violence, and Buen Vivir The Policy Approach to School Violence Research Design Participatory Video Approach Analytical Approach Children’s Perceptions of School Violence Perceptions on Safety and Violence Views on Violence Discussion and Conclusion References Chapter 12: Re-imagining Mental Wellbeing Strategies in Schools Child and Adolescent Mental Health: A Global Concern Nurturing Mental Wellbeing in Schools Challenges and Opportunities for Harnessing Children’s Voice Capturing Children’s Voices on Mental Wellbeing The LifeMosaic Project The LifeMosaic App. Pilot Evaluation Study Functionality Behaviour Change Technology and Wellbeing Conclusions on the Project Re-imagining School Strategies References Index