Reversing wellbeing learning poverty

Abstract

Can a new ecological approach to wellbeing education reverse wellbeing learning poverty? This book explores research and evidence on a new ecological approach to wellbeing education and argues for integrating wellbeing science into school governance theories, leadership approaches, pedagogies, and students’ voices. It calls for a far more interdisciplinary approach to wellbeing education with research-informed teaching theories, recognising its role within the ecosystem of schools and schooling. The chapters explore topics related to governance and management theories, the creation of communities of practice at a sector-wide level focusing upon wellbeing and academic growth, the integration of research-informed teaching theories with wellbeing, proposed models for the integration of wellbeing science in the teaching of the humanities and social sciences, and the perspective of the student voice in the co-design of wellbeing education approaches. Overall, the book argues that a new ecological approach to wellbeing education occurs when schools intentionally seek to align evidence-informed wellbeing theories in governance, management, leadership, and teaching theories, and academic and wellbeing objectives are operationalised through integrated research-informed teaching theories. Finally, the chapter proposes several areas for future research and problems for further investigation, drawing on an ecological model of wellbeing.