99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Voices from the Classroom: Exploring Adolescent and Teacher Perspectives on Factors Shaping Positive Teacher-Student Relationships
Kate Fitzgerald1, Stephan Lund1, Karen Martin2
1The University of Western Australia, Australia; 2University of Tasmania, Australia
Presenting Author: Fitzgerald, Kate
Background
Adolescents' experiences in the classroom significantly influence their development, with teacher-student relationship (TSR) quality playing a pivotal role in psychological, behavioural, and academic outcomes(1, 2). However, much of the research and almost all TSR interventions focus on early childhood settings, despite the fact that adolescents are at greater risk of experiencing poor quality TSRs(3, 4). Throughout adolescence, many students experience additional stress and vulnerability, which may have a negative impact on mental wellbeing and academic achievement, as well as increased risk of school disengagement(5).
Alarmingly, adolescents are experiencing heightened rates of mental illness and suicidality, with post-COVID-19 estimates surpassing pre-pandemic levels worldwide(6, 7). Emerging evidence has suggested that positive TSRs are an important protective factor and a promising intervention target to improve outcomes for adolescents with adverse childhood experiences(8). In light of the increasing rates of adolescent mental illness, it is more imperative than ever to understand how to improve the quality of TSRs as a vital protective factor.
The value of cultivating positive relationships in the classroom is undeniable, the uncertainty lies in how these relationships are developed and maintained in practice. Evidenced-based practices that are designed to support and guide teachers in forming these relationships are extremely limited.
Theoretical Framework
Traditionally, the landscape of TSR research has found its roots in Attachment Theory. This foundational understanding underscores the pivotal role played by early childhood interactions with adult attachment figures in shaping children's attachment styles—an indispensable element in their social and emotional development (9). However, as children transition to adolescence, the significance of early attachments may diminish, making way for other contextual factors, for example peer relationships (4). A shift in perspective to Self-Determination Theory (SDT) reveals TSRs' potential to enhance student outcomes by addressing innate needs—competency, autonomy, and relatedness (10).
Given the complex nature of psychological phenomena, research on TSRs must incorporate diverse theoretical approaches. Central to both attachment and self-determination theoretical frameworks is the indispensable role of emotional connection and support between teachers and students. Within this conceptual amalgamation, Developmental Systems Theory (DST) emerges as a comprehensive framework for understanding the interplay of various factors influencing the emotional connection between teachers and students, subsequently shaping relationship quality (4). As such, this study proposes DST as an organisational framework in unravelling the nuanced dynamics of TSRs, emphasising three primary components: characteristics of individuals within the relationships, patterns of interaction between teachers and students, and external influences.
The current Study
This study aimed to compare adolescent and teacher perceptions on the facilitators and barriers to developing and maintaining positive teacher-student relationships. Employing an exploratory qualitative inquiry through interviews with both teachers and adolescents, the research delved into their perspectives to fill a crucial void, as previous studies have often neglected the valuable input of students. The overarching goal was to construct a robust framework, rooted in developmental systems theory, exploring the various interconnected factors impacting TSR quality to guide interventions and empower educators in enhancing the quality of these relationships.
While the qualitative nature limits generalisability, this study's international implications address universally relevant education issues. The exploration of TSRs, particularly during adolescence, may impact educational outcomes globally. The study's departure from traditional attachment perspectives enriches understanding, allowing for a nuanced exploration of TSR dynamics during adolescence. This theoretical evolution enriches the discourse on TSRs and opens avenues for innovative interventions that align more closely with the developmental needs of adolescents. In a world where educational challenges and mental health concerns among adolescents are widespread, the study's findings contribute to a global conversation on fostering positive relationships in classrooms, transcending national borders to inform international educational practices and policies.
Methodology, Methods, Research Instruments or Sources UsedThis study employed an exploratory qualitative inquiry with semi-structured interviews, grounded in the constructivist epistemological stance. Constructivism, emphasising the social and cognitive construction of reality, influenced the research design by recognising the unique perspectives of teachers and adolescents. Interviews enabled participants to share experiences, capturing the richness of viewpoints. The exploratory methodology aligns with constructivist principles, allowing in-depth exploration and organic emergence of themes. Constructivism emphasises the co-construction of knowledge between researchers and participants, recognising that meaning is not fixed but is negotiated through shared understanding.
Semi-structured interviews were conducted with 30 adolescents aged between 11-15 years (mean = 12.9 years; SD = 1.1) and 20 secondary school teachers in Western Australia (WA). The schools represented diverse socio-economic areas across metropolitan and regional WA, comprising both government and non-government institutions. Participants were sampled purposively and sample size was determined with careful consideration of information power, ensuring diverse and rich insights relevant to the research question(11). Preliminary data analysis occurred after each interview, and data collection continued until information power was deemed sufficient. The final interviews revealed no new insights, indicating theoretical saturation had been reached.
Guided by an interview protocol, drawing insights from literature and refined through community consultation, the semi-structured interviews were designed to address the specific needs of adolescents. Given the challenges in eliciting meaningful responses from adolescents, questions were structured with both open-ended queries and precise prompts. A hypothetical classroom scenario was presented to facilitate discussions. Additionally, a separate interview protocol was employed for teachers. This semi-structured approach provided a consistent framework while allowing flexibility to explore emergent themes based on each participant's unique characteristics.
The inductive thematic analytic approach, inherent in constructivist qualitative research, aligns with the study's aim to develop a comprehensive framework rooted in the experiences and perspectives of both teachers and students. Reflexive thematic analysis involves deriving insights and themes directly from the data rather than imposing preconceived categories, allowing for the emergence of new and unexpected findings(12). Following transcription, data was imported to QSR NVivo 12 to facilitate analysis. Transcripts were read line by line to ensure familiarity and data immersion(12). Patterns of response across participants were analysed to generate initial codes which were subsequently collated into themes(12). The identified themes were reviewed and refined through an iterative process(12). To ensure transparency and rigour, all authors independently coded the same transcript. Any coding discrepancies were resolved through discussion with the research team.
Conclusions, Expected Outcomes or FindingsIn the ongoing analysis of study data, preliminary findings highlight critical factors influencing the quality of TSRs within the framework of Developmental Systems Theory (DST). DST posits that relationships are shaped by interconnected factors including characteristics of individuals involved, patterns of interaction, and external influences. While the final analysis is underway, initial insights illuminate noteworthy aspects in each domain.
Individual Characteristics:
The personal attributes of both teachers and students emerged as key determinants of TSR quality. For instance, teachers who exhibited empathy, communication skills, and a genuine interest in students' wellbeing fostered positive relationships. Similarly, students' emotional intelligence, engagement, and receptivity to guidance were identified as influential factors.
Interaction Patterns:
Teachers who employed inclusive teaching methods, encouraged student autonomy, and provided individualised constructive feedback were associated with more positive relationships. Conversely, instances of authoritative teaching styles, using shame and humiliation as punishment, or limited communication hindered the development of a supportive connection. The patterns of interaction reflected not only the pedagogical strategies but also the emotional dynamics within the classroom.
External Influences:
COVID-19 exacerbated teaching shortages and resource issues, intensifying pressures on educators. Teachers, operating within what some describe as a 'broken system', struggle to find time for positive relationships amid increased workloads. Beyond the need for enhanced relationship education, urgent calls arise for systemic changes and increased support, acknowledging broader socio-economic and contextual factors in the post-pandemic educational landscape.
In conclusion, the study's insights into the multifaceted determinants of TSRs underscore the need for tailored interventions. Emphasising the pivotal role of individual characteristics, interaction patterns, and external influences, practical implications extend to targeted teacher training programs, trauma-informed teaching methodologies, and systemic reforms. Implementing these findings in educational practice holds the potential to enhance the quality of TSRs with adolescent students, fostering a supportive environment conducive to positive learning experiences.
References1.Wang MT, Brinkworth M, Eccles JS. Moderating effects of teacher-student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental psychology. 2013;49(4):690-705.
2.Keane K, Evans RR, Orihuela CA, Mrug S. Teacher–student Relationships, Stress, and Psychosocial Functioning During Early Adolescence. Psychology in the Schools. 2023.
3.Davis HA. Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development. Educational Psychologist. 2003;38(4):207-34.
4.Poling DV, Van Loan CL, Garwood JD, Zhang S, Riddle D. A narrative review of school-based interventions measuring dyadic-level teacher-student relationship quality. Educational Research Review. 2022:100459.
5.Rice F, Ng-Knight T, Riglin L, Powell V, Moore GF, McManus IC, et al. Pupil Mental Health, Concerns and Expectations About Secondary School as Predictors of Adjustment Across the Transition to Secondary School: A Longitudinal Multi-informant Study. School Mental Health. 2021;13(2):279-98.
6.Hertz MF, Barrios LC. Adolescent mental health, COVID-19, and the value of school-community partnerships. Injury Prevention. 2021;27(1):85-6.
7.Li SH, Beames JR, Newby JM, Maston K, Christensen H, Werner-Seidler A. The impact of COVID-19 on the lives and mental health of Australian adolescents. European Child & Adolescent Psychiatry. 2022;31(9):1465-77.
8.Keane K, Evans RR. The Potential for Teacher‐Student Relationships and the Whole School, Whole Community, Whole Child Model to Mitigate Adverse Childhood Experiences. Journal of school health. 2022;92(5):504-13.
9.Bowbly J. Attachment and loss. Attachment, Vol. 1. New York: Basic Books; 1969.
10.Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American psychologist. 2000;55(1):68-78.
11.Malterud K, Siersma VD, Guassora AD. Sample Size in Qualitative Interview Studies: Guided by Information Power. Qualitative health research. 2016;26(13):1753-60.
12.Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology. 2006;3(2):77-101.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Socio-Cultural Insights: Examining the Professional Well-being of Teachers in India (Methodology)
Karuna Finch1, Joanna Madalińska-Michalak1, Bindu Thirumalai2
1University of Warsaw, Poland; 2Tata University of Social Sciences, India
Presenting Author: Finch, Karuna
Prioritizing a teacher's professional well-being (PWB) is an unequivocal approach to increase the probability of attaining Sustainable Development Goal 4 (SDG4), particularly in lower GDP nations like India, where students primarily rely on their teachers for knowledge acquisition. However, the existing tools for evaluating a teacher's PWB in India may need to be attuned to the country's socio-cultural landscape.
While several studies have investigated teachers' PWB, they primarily originate from the global north (Uchida & Kitayama, 2009; Zhang et al., 2023) or use scales developed in Western countries (Jeyaraj, 2013; Kamboj & Garg, 2021; Raj et al., 2022 among others) or view the phenomenon only through a negative lens, focusing primarily on stress and burnout (Mooij, 2008; Kaur & Singh, 2019). However, significant aspects of well-being (WB) often hinge on personal or cultural perspectives rather than universally accepted factual truths (Thin, 2018), and there is imminent evidence that, conceptually, WB (and PWB) is a multidimensional phenomenon. Therefore, the need for socio-cultural understanding of PWB in India emerges as a gap in the literature.
The purpose of this study is to understand how Indian teachers perceive social and cultural factors in connection with their PWB and is guided by the research question: How do Indian teachers perceive social and cultural factors in connection to their professional well-being?
The research adopts a critical realist (Archer et al., 1998) philosophical viewpoint to explore PWB as an emerging phenomenon, considering empirical manifestations such as physical health and relationships. Emphasizing PWB as a collective endeavor, the study aligns with Bronfenbrenner's bio-ecological model (Bronfenbrenner, 1974), highlighting the interconnectedness of PWB with socio-cultural structures.
The principal researcher's Indian heritage, experience as a teacher in India and abroad, and knowledge of Hindi act as vantage points and can be of immense value when it comes to interpreting cultural nuances, understanding the intricacies of the education system (in comparison to that of the West), and fostering a deeper connection with the participants. The project is conducted under the guidance of supervisors who are advanced in the field of teacher education and research.
The study acknowledges limitations in its applicability to other cultural contexts due to its emphasis on the Indian context. Even within India, it may not represent all. The collection of empirical data is limited to English or Hindi, which may cause bias. Relying solely on virtual interviews may affect the depth of interpersonal connections and non-verbal cues vital in qualitative research. The researcher's Indian-born background may bring bias that could affect data interpretation.
In India, education is a fundamental right. Therefore, a society that values the education of its children should establish evidence-based policies at the state level to ensure that school leaders and administrations are obliged to implement plans regularly tracking the PWB of teachers. The objective of this tracking is to understand, improve, and sustain PWB and thus benefit the learning of children while maximizing the potential of teachers.
In the future, it may be possible to translate this scale into other Indian languages and utilize a comparative methodology to produce similar scales and plans in other countries, such as in the European Union, which could serve as vital tools in achieving SDG 4. However, this is beyond the scope of the current study.
Methodology, Methods, Research Instruments or Sources UsedThis study focuses on examining the sociocultural understanding of teacher PWB in India. The study is conducted through a cross-sectional design with eleven significant milestones. It started with a State of the Art Review, followed by Desk Research examining reports from diverse entities to understand policies influencing PWB in India.
After receiving approval from the University Ethical Committee, one-on-one online interviews will be conducted with teachers and experts employed via snowballing. Teacher interviews will be in the form of deliberate discussions (Ross, 2019; Scheunpflug et al., 2016), whereas expert interviews will be semi-structured. The main objective of the interview with teachers is to understand how teachers perceive and manage their PWB, and the interview with experts seeks to gather possible policy suggestions.
The data from the desk research and all interviews will be triangulated by categorizing them into themes of 'values' and 'issues.' Each coded element will then be assigned a level tag (or tags) corresponding to the relevant bioecological sphere: Microsphere, Mesosphere, Exosphere, Macrosphere, or Chronosphere.
The synthesized data will undergo an analysis process, and abduction will be used to uncover the intricate sociocultural underpinnings of PWB. The information emerging will provide a basis for making inferences that will be instrumental in the development of the questions in the Teacher PWB (TPWB) scale, which is a part of the quantitative stage of this study.
The TPWB will be based on the PERMA+ framework (Seligman, 2018; Donaldson et al., 2022) and incorporate dimensions such as positive emotion, engagement, relationships, meaning, and accomplishment. Additionally, it will incorporate four additional factors: physical health, mindset, physical work environments, and economic security. The scale will undergo pre-piloting to ensure language clarity and coherence. Next, it will undergo Pilot Testing, which involves online trials with Indian teachers, statistical analysis (Cronbach's alpha), and adjustments based on results.
Conclusions, Expected Outcomes or FindingsKnowledge Contribution: The study will comprehend the sociocultural factors that impact teachers' PWB and identify trends and practices that teachers use to manage situations that negatively impact their PWB.
Practical Implications: The project outcomes could create a positive and supportive environment for school teachers, promote their PWB, and improve the quality of education by offering a tangible tool, i.e., the TPWB scale that can be used in educational institutions and help school administrators appraise their teachers PWB. This outcome bridges the gap between theory and practice.
Policy Recommendations: The study also moves towards advocacy by providing evidence-based guidance to policymakers. It offers recommendations that are customized to the nuanced sociocultural landscape of India. By doing so, the study contributes to policy enhancement by providing guidelines to improve existing frameworks, ensuring that they are aligned with the unique needs of Indian teachers.
Universal Achievement: Finally, the methodology employed in this study can be a valuable resource for developing similar tools in other sociocultural settings, especially in the European context. The approach can contribute to achieving SDG 4, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
ReferencesArcher, M. S., Bhaskar, R., Collier, A., Lawson, T., & Norrie, A. (Eds.). (1998). Critical realism: Essential readings. Routledge.
Bronfenbrenner, U. (1974). Developmental Research, Public Policy, and the Ecology of Childhood. Child Development, 45(1), 1. https://doi.org/10.2307/1127743
Coyne, I. T. (1997). Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? Journal of Advanced Nursing, 26(3), 623–630. https://doi.org/10.1046/j.1365-2648.1997.t01-25-00999.x
Donaldson, S. I., van Zyl, L. E., & Donaldson, S. I. (2022). PERMA+4: A Framework for Work-Related Wellbeing, Performance and Positive Organizational Psychology 2.0. Frontiers in Psychology, p. 12. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.817244
Jeyaraj, S. (2013). Occupational Stress among the Teachers of the Higher Secondary Schools in Madurai District, Tamil Nadu. IOSR Journal of Business and Management, 7(5), 63–76. https://doi.org/10.9790/487X-0756376
Kamboj, K. P., & Garg, P. (2021). Teachers' psychological well-being role of emotional intelligence and resilient character traits in determining the psychological well-being of Indian school teachers. International Journal of Educational Management, 35(4), 768–788. https://doi.org/10.1108/IJEM-08-2019-0278
Kaur, M., & Singh, B. (2019). Teachers' Well-Being: Overlooked Aspect of Teacher Development. Education & Self Development, 14(3), 25–33. https://doi.org/10.26907/esd14.3.03
Mooij, J. (2008). Primary education, teachers' professionalism and social class about motivation and demotivation of government school teachers in India. International Journal of Educational Development, 28(5), 508–523. https://doi.org/10.1016/j.ijedudev.2007.10.006
Raj, K., Neelopant, S. A., Wadhwa, M., & Dabas, P. (2022). A Cross-Sectional Study to Estimate Occupational Stress among Higher Secondary School Teachers in Thalassery, Kerala. National Journal of Community Medicine, 13(2), 74–78. https://doi.org/10.5455/njcm.20211101064057
Ross, A. (2019). Finding Political Identities: Young People in a Changing Europe. Springer International Publishing. https://doi.org/10.1007/978-3-319-90875-5
Scheunpflug, A., Krogull, S., & Franz, J. (2016). Understanding learning in world society: Qualitative reconstructive research in global learning and learning for sustainability. International Journal of Development Education and Global Learning, 7(3). https://doi.org/10.18546/IJDEGL.07.3.02
Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466
Thompson, J. (2022). A Guide to Abductive Thematic Analysis. The Qualitative Report. https://doi.org/10.46743/2160-3715/2022.5340
Uchida, Y., & Kitayama, S. (2009). Happiness and unhappiness in East and West: Themes and variations. Emotion, 9(4), 441–456. https://doi.org/10.1037/a0015634
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations. https://sdgs.un.org/2030agenda
Woodside, A. G., & Miller, D. C. (1993). Handbook of Research Design and Social Measurement. Journal of Marketing Research, 30(2), 259. https://doi.org/10.2307/3172834
Zhang, L., Chen, J., Li, X., & Zhan, Y. (2023). A Scope Review of the Teacher Well-being Research Between 1968 and 2021. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00717-1
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
The PEM Framework: A Holistic Approach to Viewing Student Well-Being in an Australian and Aotearoa, New Zealand Context.
Claire Murray, John Kennedy
University of South Australia, Australia
Presenting Author: Murray, Claire
Well-being has been touted for many years as being a key factor in ensuring positive outcomes for students in schools across many parts of the world [1, 2]. Recently, some researchers have even proposed that low levels of well-being may be an underlying root cause of some of the social issues currently impacting our schools [3, 4]. However, while the concept is regularly discussed there is no widely accepted definition of well-being. McLeod and Wright [5] have even gone so far as to state that “calls to address wellbeing are so commonplace and widespread that they can mean both everything and nothing.” Some authors discuss well-being as synonymous with the concept of positive mental health, while others consider it from the perspective of social belonging, and still others consider well-being through the lens of a student’s readiness to learn [6, 7].
In the 1970s, the Organisation for Economic Co-operation and Development (OECD) played a pivotal role in highlighting the significance of positive well-being [8]. However, despite increased awareness, child and adolescent mental health disorders persist as a crucial public health concern [9]. Recognising the urgency of addressing adolescent well-being, governments have collectively acknowledged the immediate need for change within the community, particulalry within schools [10].
Although it is widely accepted that student well-being is a public issue, in Australia the federated nature of government places the onus on each individual state and territory to mandate their own policies in support of student well-being in schools. Consequently, each state continues to have a different approach to and understanding of well-being. Although significantly smaller, schools in Aotearoa, New Zealand also have an ambiguous understanding of student well-being driven by the lack of clear definition in the single curriculum framework.
The many different approaches and understandings of well-being hint towards its multi-dimensional nature. We therefore conceive of well-being as “a composite state of existence. Thus, a person who is well, will experience their being as a stable equilibrium of their physical, mental/emotional, and environmental dimensions. Factors that threaten any one or more of these three states of being may disrupt this equilibrium and result in unwell-being.” Our definition thus describes overall well-being as a holistic balance of the different underlying dimensions of physical (P), environmental (E), and mental/emotional (M) well-being. This multi-dimensional conceptual framework (which we will refer to as the PEM framework) is in keeping with other models of well-being such as te whare tapa whā [11] and PERMA+ [12].
Given the importance of well-being to student outcomes, we completed a scoping review to identify which factors best support student well-being in Australian and Aotearoa, New Zealand schools. This review explored a high-level understanding of the various approaches implemented in schools that have been reported to positively impact student well-being. We synthesised these approaches and three broad themes emerged: (1) the nature of student voice, (2) the nature of student perivallon (or physical environment), and (3) the nature of student relationships. For the sake of clarity, we adopted the term perivallon (literally, “that which surrounds”) to avoid conflating these approaches with a student’s environmental well-being as proposed in the PEM framework. We mapped these three themes on to our three PEM dimensions and we propose the PEM framework as a way of understanding holistic well-being. In the PEM framework we suggest that the approaches identified in the literature that align with each of the themes act to facilitate change in one or more of the PEM dimensions and hence impact a student’s overall well-being state.
Methodology, Methods, Research Instruments or Sources UsedThe completed scoping review adopted the PRISMA-ScR [13] checklist. To be considered for inclusion in the review, the sources needed to be (1) published and/or localized to Australia or Aotearoa, New Zealand, (2) focussed specifically on school-aged (ages 5-18 years old) students’ well-being, and (3) report strategies or findings that described impacts on student well-being. Sources could be journal articles, case studies, books, or government reports. All sources had to include a description of the measurement of well-being adopted and be published between 2010 and 2023. Journal articles needed to be peer reviewed and written in English. Case studies needed to have been conducted in either Australia or Aotearoa, New Zealand. Books needed to be written between 2010 and 2023 and be relevant to the Australian or Aotearoa, New Zealand context. Systematic reviews were considered for inclusion if they drew from studies conducted between 2010 and 2023. Quantitative, qualitative, and mixed methods studies were included to ensure that a range of different measurement tools were captured. Any sources that did not meet the eligibility criteria or were incompatible with the conceptual framework for the study were excluded.
Google Scholar was searched between the 13th and 23rd of January 2023 to identify relevant sources. Ten parallel searches were performed and the first 50 results from each search, sorted by relevance, were screened for inclusion based on title, keywords, and source type. Results meeting the inclusion criteria were exported into Endnote. Duplicated items were then removed by the authors and a second screening performed for relevance based on abstracts. A separate search for grey literature was conducted on the websites of the state and national departments of education with the aim to supplement the database with relevant legislation and policies. This resulted in 46 sources being considered for analysis.
A data charting form was developed by the researchers to determine which variables would be extracted and updated iteratively. Using a spreadsheet, data were extracted according to article characteristics (country of study, year of study), approach to/understanding of well-being, methodology, and key findings. An attempt to chart demographic factors (e.g., location and socio-economic status) was made; however, the anonymity present in the sources made this impossible to achieve in a reliable manner. When systematic reviews were encountered an additional note of the number of studies included in that review that potentially met the inclusion criteria was made.
Conclusions, Expected Outcomes or FindingsThe literature explored revealed several conceptions for well-being in use that combine to support our three-dimensional PEM framework. The impacts of various approaches on well-being reported in the research suggest a series of complex relationships between the PEM dimensions which we show using the themes.
Changes in perivallon (e.g., significant changes to the classroom) might enable changes in a student’s physical well-being while also promoting mental/emotional well-being. Enhancing a student’s voice in the school environment promotes both their mental/emotional and their environmental well-being. The literature was clear that central to a student’s overall well-being is the need for quality relationships between students and their peers and/or their teachers. Enhancing relationships supports physical well-being, enables environmental well-being, and reinforces mental/emotional well-being Furthermore, the literature showed that the nature of an adolescent’s relationship with themselves was also highly significant, and that changes in these self-relationships have wide ranging impacts on all PEM dimensions of their well-being. Finally, the PEM framework acknowledges that each of the links is bi-directional. That is, a change in any dimension of well-being will have impacts on a student’s voice, their interaction with their perivallon, and their relationships with self and others.
Much of the existing literature suggests many researchers focus on only one dimension of well-being, with little exploration of the interactions between dimensions or mediating factors. What becomes clear when considering the interacting factors in a framework such as this is the need for a holistic understanding of well-being. Researchers in this field therefore need to make a priority of the development of a multi-dimensional holistic measurement instrument tailored for student well-being that can be used regularly and with minimal impact on students. Such a measure would allow for richer understandings of well-being and greater knowledge of the interactions between dimensions to be explored.
References1. Waters, L., A Review of School-Based Positive Psychology Interventions. The Australian Educational and Developmental Psychologist, 2011. 28(2): p. 75-90.
2. McBride, E., Half a billion dollar investment into student wellbeing. 2023.
3. Boyd, S., Assessing and building wellbeing. Set: Research Information for Teachers, 2019. 1(54): p. 54-58.
4. Grové, C. and S. Laletas, Promoting student wellbeing and mental health through social and emotional learning, in Inclusive Education for the 21st Century: Theory, Policy and Practice L.J. Graham, Editor. 2020, Routledge. p. 317 - 335.
5. McLeod, J. and K. Wright, Inventing Youth Wellbeing, in Rethinking Youth Wellbeing: Critical Perspectives, K. Wright and J. McLeod, Editors. 2015, Springer Singapore: Singapore. p. 1-10.
6. Banville, D., et al., Feeling refreshed: Aotearoa/New Zealand students' perspectives of the role of healthy behaviours in schools. European physical education review, 2017. 23(1): p. 41-59.
7. Aldridge, J.M. and K. McChesney, The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 2018. 88: p. 121-145.
8. Fleming, C. and M. Manning, Understanding wellbeing, in Routledge Handbook of Indigenous Wellbeing, C. Fleming, & Manning, M., Editor. 2019, Routledge.
9. Lawrence, D., et al., Key findings from the second Australian Child and Adolescent Survey of Mental Health and Wellbeing. Aust N Z J Psychiatry, 2016. 50(9): p. 876-886.
10. National Mental Health Commission, Monitoring mental health and suicide prevention reform: National report 2021. 2022. p. 83.
11. Durie, M., Whaiora: Māori Health Development. 2 ed. 1999, USA: Oxford University Press.
12. Seligman, M.E., Flourish: A visionary new understanding of happiness and well-being. 2011: Simon and Schuster.
13. Tricco, A.C., et al., PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of internal medicine, 2018. 169(7): p. 467-473.
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