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Reframing ‘well-being’ in schools: the potential of recognition

By Anne Graham, Mary Ann Powell, Nigel Thomas and Donnah Anderson

Abstract

In Australia and internationally, the well-being of children and young people is a core focus of social policy, with a growing imperative to locate well-being within the sphere of education. However, the term ‘well-being’ remains ambiguous and the implementation of educational approaches to promote and improve it appears fragmented and ad hoc. In Australia, little is known about how well-being is understood and supported in schools, particularly from the perspective of students themselves. This article reports on key findings from an ambitious mixed-methods study funded by the Australian Research Council that investigated conceptualisations and practices around well-being in schools. Underpinned by theoretical interests linked to Childhood Studies and recognition theory, the research investigated policy, student and staff perspectives on well-being. The findings point to the key role of relationships, providing considerable scope for analysing the salience of Honneth’s modes of recognition for well-being in schools

Topics: Student well-being, school, relationships, recognition, educational policy, student welfare, wellbeing, educational research, school support services, social relations, Educational Psychology, Social and Behavioral Sciences
Publisher: ePublications@SCU
Year: 2016
DOI identifier: 10.1080/0305764X.2016.1192104
OAI identifier: oai:epubs.scu.edu.au:ccyp_pubs-1191
Provided by: ePublications@SCU
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