Relevant bibliographies by topics / Student wellbeing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student wellbeing'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Student wellbeing"

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Danker, Joanne, Iva Strnadová, and Therese M. Cumming. "School Experiences of Students With Autism Spectrum Disorder Within the Context of Student Wellbeing: A Review and Analysis of the Literature." Australasian Journal of Special Education 40, no. 1 (February 19, 2016): 59–78. http://dx.doi.org/10.1017/jse.2016.1.

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There has been an increasing body of research on student wellbeing in recent years. Despite this, there is much debate on the notion of student wellbeing, along with a lack of studies focusing on the wellbeing of students with autism spectrum disorder (ASD). A total of 12 studies on the wellbeing of typically developing students were used to identify the domains that comprise student wellbeing. Four studies on the school experiences of students with ASD were also included to investigate how the school experiences of students with ASD relate to the domains of student wellbeing. These articles were located through electronic and hand searches. Eight domains of student wellbeing were identified, along with 8 themes derived from the school experiences of students with ASD. Results support several recommendations for schools to promote the development of the domains of student wellbeing for students with ASD.
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Riva, Elena, Rebecca Freeman, Lauren Schrock, Victoria Jelicic, Cameron-Tosh Ozer, and Ruth Caleb. "Student Wellbeing in the Teaching and Learning Environment: A Study Exploring Student and Staff Perspectives." Higher Education Studies 10, no. 4 (November 18, 2020): 103. http://dx.doi.org/10.5539/hes.v10n4p103.

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Internationally and in the UK universities are facing a crisis of student wellbeing. In this context, it is important to research the impact of the teaching and learning environment and experiences, including the relationships between students and staff, on student wellbeing. While separate pieces of research on students’ wellbeing have addressed student and teacher perspectives on the role of learning experiences, we identified an opportunity to address the perspectives of both students and staff, including non-academics, in the same study. This study advances work on student wellbeing, recognising an interdependency between staff and student wellbeing. It adds to current research in identifying student-centred learning and assessment, intercultural awareness, international integration, and emotional intelligence as enablers of positive student wellbeing. The findings of this research also demonstrate the crucial role of the teacher-student relationship in impacting students’ (and staff) wellbeing and suggest solutions and areas for development that reflect the complexity of the Higher Education environment in which they are located.
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Huang, Lanxi, Margaret L. Kern, and Lindsay G. Oades. "Strengthening University Student Wellbeing: Language and Perceptions of Chinese International Students." International Journal of Environmental Research and Public Health 17, no. 15 (July 31, 2020): 5538. http://dx.doi.org/10.3390/ijerph17155538.

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Students at the tertiary education level in Australia are at increased risk of experiencing high levels of psychological distress, with international students at particularly high risk for poor adjustment. As mental health and wellbeing strongly correlate with students’ academic performance and general overseas experience, a growing number of studies focus on what universities can do to effectively support students’ wellbeing. However, assumptions are made about what wellbeing is, strategies primarily focus on treating mental ill-health, and treatment approaches fail to account for cultural differences. This study aimed to explore how Chinese international students understand wellbeing, the language used about and for wellbeing, and activities that students believe strengthen their own and others’ wellbeing. Eighty-four Chinese international students completed the online survey, and a subset of 30 students participated in semi-structured interviews. Data were analysed using thematic, phenomenographic, and language analyses. Physical health and mental health appeared as the key components that participants believed defined wellbeing, and intrapersonal activities were perceived as the primary approach used to strengthen wellbeing. Findings help broaden the understanding of wellbeing concept from the population of tertiary students, identify students’ perspectives of activities that strengthen their wellbeing, offer a snapshot of the language used by Chinese students around wellbeing, and provide new data of population health through a wellbeing lens.
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Langness, Simone, Nikhil Rajapuram, Megan Marshall, Arifeen S. Rahman, and Amanda Sammann. "Risk factors associated with student distress in medical school: Associations with faculty support and availability of wellbeing resources." PLOS ONE 17, no. 4 (April 8, 2022): e0265869. http://dx.doi.org/10.1371/journal.pone.0265869.

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Background It is estimated that over half of medical students experience severe distress, a condition that correlates with low mental quality-of-life, suicidal ideation and serious thoughts of dropping out. While several risk factors for the development of severe distress have been identified, most focus on individual student characteristics. Currently, little is known about the impact medical schools have on student wellbeing. Methods Prospective, observational survey study from 2019–2020 from a national cohort of US medical students. Student wellbeing, school characteristics, and wellbeing resource availability was measured with a 30-question electronic survey. Medical student distress was defined as a Medical Student Wellbeing Index (MS-WBI) of ≥4. Risk factors for the development of severe distress were evaluated in a multivariate logistic regression model. The impact of the number of wellbeing resources available on student wellbeing was measured along multiple wellbeing domains. Independent reviewers categorized free text analysis of survey responses about desired wellbeing resources into themes. Results A total of 2,984 responses were included in the study, representing 45 unique medical schools. Medical school characteristics independently associated with severe distress included low faculty support (OR 4.24); the absence of mentorship resources (OR 1.63) and the absence of community building programs (OR 1.45) in a multivariate model. Increased availability of wellbeing resources was associated with lower average MS-WBI (4.58 vs. 3.19, p<0;05) and a smaller percentage of students who had taken or considered taking a leave of absence (40% vs. 16%, p<0.05). The resources most desired by students were mental health services and scheduling adjustments. Conclusions The majority of medical school characteristic that contribute to student distress are modifiable. Improving faculty support and offering more and varied wellbeing resources may help to mitigate medical student distress. Student feedback is insightful and should be routinely incorporated by schools to guide wellbeing strategies.
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Van Petegem, Karen, Antonia Aelterman, Yves Rosseel, and Bert Creemers. "Student Perception As Moderator For Student Wellbeing." Social Indicators Research 83, no. 3 (October 11, 2006): 447–63. http://dx.doi.org/10.1007/s11205-006-9055-5.

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Usca, Svetlana, Antra Kļavinska, and Inta Rimsane. "MEASUREMENTS OF STUDENTS’ WELLBEING – CASE STUDY IN A LATVIAN PRIVATE SCHOOL." Education. Innovation. Diversity. 1, no. 1 (November 17, 2020): 48. http://dx.doi.org/10.17770/eid2020.1.5333.

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Currently, there is too much emphasis on academic attainment and rankings, and not enough focus on the student wellbeing in basic school. However, the education system (especially in the context of the Covid-19 pandemic) has a significant opportunity to influence the health and habit formation of students who spend the greatest part of the day at school. There have been relatively few studies on student wellbeing in Latvia. The most significant research has been carried out in collaboration with the researchers from the Baltic countries (Estonia, Lithuania). The novelty of this research is related to the development of the theoretically and methodologically based indicators for measuring student wellbeing in an educational institution. The developed indicators will allow the teachers to clarify the situation, draw conclusions and improve the organizational culture. The goal of the research is to find out which indicators reflect the student wellbeing and how to measure them. Based on the study and theoretical findings about the wellbeing indicators there was developed the questionnaire, which consists of self-assessment check list filled by students and evaluation check list filled by parents and teachers. The indicators were united into four wellbeing dimensions: mental wellbeing, cognitive wellbeing, social wellbeing, and physical wellbeing. The following participants filled in the check list and participated in the approbation of the questionnaire: 18 students ages 9-12, 18 parents and 18 teachers. It was suggested to assess the statements related to social, cognitive, physical and mental wellbeing following the Likert scale. The data obtained in the survey was coded and processed in the program SPSS 25.0, using the Frequency test, T-test, ANOVA test. Results indicated that students' sense of wellbeing is changeable. It is influenced by students’ age and gender, and their personal value system. Therefore, measurement of student wellbeing should be done on regular bases. This will allow teachers to create an appropriate environment for the student, as well as to identify problems in a timely manner and, if necessary, start pedagogical correction work.
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Raudatussalamah, Raudatussalamah, Desma Husni, John Herwanto, Cipto Hadi, Linda Aryani, and Ahmadin Ahmad Tohar. "Integrative Islamic Personality Sebagai Prediktor Student Wellbeing Pada Siswa Pondok Pesantren." Jurnal Psikologi 18, no. 2 (December 3, 2022): 145. http://dx.doi.org/10.24014/jp.v18i2.16029.

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Pusat utama untuk mencapai kesuksesan siswa di sekolah dan kehidupan adalah “sense of wellbeing”. Melalui sense of wellbeing, pengembangan terhadap kepercayaan diri siswa, identitas diri yang positif, resiliensi menjadi sangat memungkinkan akan berkorelasi dengan dengan aspek yang lain. Tujuan penelitian ini untuk menguji hubungan antara Integrative Islamic Personality dengan Student Wellbeing pada Santri Pondok Pesantren. Jumlah subjek penelitian yaitu 538 santri. Instrument yang digunakan yaitu skala integrative Islamic personality dan Student wellbeing. Teknik analisa data menggunakan analisis regresi. Hipotesis dalam penelitian yaitu ada pengaruh Integrative Islamic Personality dengan Student Wellbeing diterima. Kesejahteraan siswa dapat diwujudkan melalui pengembangan kepribadian islam yang integrative. Semakin kuat individu dalam mengintergrasikan kepribadiannya dengan islam maka semakin tinggi kesejahteraan yang dirasakan. Key word; Integratif Islamic Personality, Student Wellbeing INTEGRATIVE ISLAMIC PERSONALITY AS A PREDICTOR OF STUDENT WELLBEING IN SANTRI PONDOK PESANTREN Raudatussalamah, raudatussalamah@uin-suska.ac.idDesma HusniDesma.husni @uin-suska.ac.idFakultas Psikologi Universitas Islam Negeri Sultan Syarif Kasim Riau AbstractThe main center for achieving student success in school and life is "a sense of well-being". Through a sense of well-being, the development of students' self-confidence, a positive self-identity, resilience is very likely to be correlated with other aspects. The purpose of this study was to examine the relationship between Integrative Islamic Personality and Student Wellbeing at Islamic Boarding School Santri. The number of research subjects is 538 students. The instrument used is the integrative Islamic personality and student wellbeing scale. Techniques Data analysis using regression analysis. The hypothesis in this study is that there is an influence of Integrative Islamic Personality with Student Welbeing is accepted. Student welfare can be realized through the development of an integrative Islamic personality. The stronger the individual in integrating his personality with Islam, the higher the perceived wellbeing.Key word; Integrative Islamic Personality, Student Wellbeing
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Bewick, Bridgette M., and Adla Betsaida Martins Teixeira. "Improving students’ wellbeing at university." Revista Docência do Ensino Superior 11 (February 15, 2021): 1–9. http://dx.doi.org/10.35699/2237-5864.2021.24160.

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This article presents the work done by Leeds University to develop a wellbeing program for students. Dr. Bridgette Bewick, an Associate Professor at School of Medicine, discusses her work on behavioral and psychological understanding of how to improve and support the mental health and wellbeing of university students. She affirms that improvement and support services to students’ mental health and wellbeing are necessary but not sufficient to facilitate student success while at university. Dr. Bewick hihglights the urgency to develop practices consistent with pedagogical wellbeing to address student education challenges that have been exacerbated by the Covid-19 pandemic.
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Ianah, Ana, Rena Latifa, Risatianti Kolopaking, and Muhamad Nanang Suprayogi. "Kesejahteraan Siswa: Faktor Pendukung dan Penghambatnya." Business Economic, Communication, and Social Sciences (BECOSS) Journal 3, no. 1 (January 31, 2021): 43–49. http://dx.doi.org/10.21512/becossjournal.v3i1.7028.

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The efforts to improve student wellbeing are one of the main concerns in the current educational process. There are a lot of research on wellbeing, but there is still very little research on the wellbeing of children and adolescents, especially in the school context. This paper aims to examine internal and external factors for improving student wellbeing, as well as to reveal the inhibiting factors for student wellbeing. The student wellbeing during childhood and adolescence is important because it will determine the quality of life of students in the future. The results of the study show the factors of increasing wellbeing internally are: 1. The ability to adapt; 2. Learning orientation; 3. Self-assessment; 4. Personal characteristics, while external factors are 1. Student teacher relations; 2. Relationship between children and parents; 3. Friend relations; 4. An environment that supports discipline. While the factors that inhibit wellbeing internally are: 1. Physical health, 2. Students are not maximal in learning, 3. Inadequate achievement, 4. Inadequate material needs, 5. Negative behavior, such as lazy, arrogant, shy, and naughty. While externally are 1. The unpleasant environment 2. Receiving less pleasant treatment; 3. Not able to actualize well.
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Lyons, Gordon Stuart, and Michele Cassebohm. "Student wellbeing for those with profound intellectual and multiple disabilities: Same, same but different?" Journal of Student Wellbeing 5, no. 2 (April 9, 2012): 18. http://dx.doi.org/10.21913/jsw.v5i2.751.

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The nature of student wellbeing, although now subject to some consensus, continues to engender debate. To improve student wellbeing, widely regarded to be an overarching non-academic outcome of schooling, it is generally argued that it must be consensually conceptualised in order to be operationally defined and made measurable. The new Australian Curriculum puts forward common educational curriculum and outcomes for all students – including those outcomes implicitly and explicitly related to student wellbeing, but for students with profound intellectual and multiple disabilities this is, argues the author, philosophically and practically problematic. The author puts forward a research-based conceptualisation of subjective wellbeing for these students and recommends this as a basis for guiding a continuing research agenda to improve their wellbeing.
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Dissertations / Theses on the topic "Student wellbeing"

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Lane, Nicola. "The role of the secondary school in student wellbeing." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589596.

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Adolescence is a developmental stage characterised by intense emotional reactivity and formation of identity and can be a challenging time. Young people spend almost as much of their waking life at school as they do at home, therefore education establishments can have an important impact on adolescents' development. This is recognised by the education system and using the school to address adolescents' psychological wellbeing is an established goal for educational institutions. There is a substantive body of research exploring how schools aid students' wellbeing. However there is limited information exploring how schools support and aid young people's wellbeing post bereavement. The first paper presents a systematic review of current universal school-based mental health promotion interventions designed to improve student wellbeing. Methodological limitations are discussed. The review concludes that current research is not providing strong evidence to suggest there are significant long-term benefits of such interventions. Implications for future research are suggested including increasing understanding of how teachers informally manage the emotional needs of students which may be a useful way of working to improve adolescents' mental health in schools. Between 4 - 7% of young people experience the death of a parent by the age of sixteen. The second paper therefore focuses on student wellbeing post bereavement. An empirical study exploring teachers' experiences of supporting students after a parental bereavement is presented. A grounded theory project was undertaken and twelve teachers were interviewed. Participants identified experiencing a range of responses to working with bereaved students, these responses fall within six central processes - Flexibility, Openness, Support, Emotionality, Sharing, and Communication. These processes are conceptualised as continuums to capture the range and fluidity of responses. Teachers' narratives revealed that they were influenced by various contextual factors including systemic, individual and student factors. Teachers described their responses as being fluid, ongoing throughout the bereaved student's school career and unique to each student. A model is presented to illustrate the relationships between influential factors and the six central processes leading to each teacher's unique response.
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Denny, Simon John. "The association between school context and student health and wellbeing." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/9510.

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The overall aim of this thesis is to understand the relationship between school environments and student health and wellbeing outcomes. Specifically, this thesis aims to describe and understand how school environments, including student relationships, teacher wellbeing and health and social support services within schools are associated with student health outcomes. Using a Youth Development Framework, this thesis examines a range of health‐risking behaviours and mental health disorders that have been shown to affect the health and development of adolescents and are the main causes of morbidity and mortality among adolescents in New Zealand. The thesis utilises data from Youth’07, a nationally representative study of over 9,000 secondary school students as well as data from over 2,900 teachers and school administrators who completed questionnaires developed for this thesis on aspects of their school environment and climate. Multilevel modelling is used to explore the association between school contexts and student health and wellbeing outcomes, accounting for student‐level covariates that may confound this relationship. Findings presented within have highlighted the importance of supportive, safe school environments that encourage widespread student participation in school activities. But overall, these school environments appear to play a minor role in determining health outcomes for students compared to other areas of a student’s life that impact their wellbeing. Furthermore, for some students with high levels of emotional and behavioural difficulties, school environments do not appear to be enough to make significant differences in their behaviours. This suggests that, for these students, targeted services are required as opposed to school‐wide environmental changes. Some suggestions of specific areas of school activities are offered that do benefit student health outcomes. These include health and welfare services and supports for disruptive students, which are associated with fewer students engaging in risky sexual behaviours and truanting behaviours respectively. Findings from this thesis should be of interest to policymakers, researchers, educators, families and students, and people in general who are interested in what schools can do to promote the health and wellbeing of young people in New Zealand.
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Hagemeier, Nicholas E., Chelsea L. Beavers, and Tucker S. Carlson. "A Longitudinal Analysis of Pharmacy Student Wellbeing: The First Professional Year." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5429.

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Herriman, Mark E. "The three R's, relationships, relationships, relationships: How can teacher-student relationships be more positive and productive in secondary schools?" Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230036/1/Mark_Herriman_Thesis.pdf.

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A positive teacher-student relationship is known to have many benefits for teachers and students alike, such as improving student wellbeing, academic engagement and performance, and school retention rates, reducing incidents of bullying, as well as protecting teachers from burnout and stress. However, there is no clear framework of strategies for starting and maintaining relationships with students, particularly in secondary schools in Australia. This research sought the opinions of students, secondary teachers, parents and school counsellors of what a productive and positive teacher-student relationship was and what they thought were the strategies for teachers to start and maintain such a relationship. These data facilitated the construction of a comprehensive framework, the Student-Teacher and Relationship Formation Framework (STARF), to document strategies for starting and maintaining teacher-student relationships as articulated by key stakeholders.
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Butler, Helen. "Student Wellbeing as Educational Practice: Learning from Educators’ Stories of Experience." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/542c3d139d37742295411aca31e8f8b8cb1cc5fcdb37ea9e8f21e289b4a06e36/5462160/BUTLER_2017_THESIS.pdf.

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The promotion of student wellbeing is a key goal of Australian education, increasingly acknowledged as the responsibility of all educators. This study was designed to improve understanding of how educators develop understanding and practice of student wellbeing. The significance of the inquiry is that it is focused on how educators integrate student wellbeing within their practice and identities rather than simply on what they need to know about student wellbeing and how they can be trained to deliver student wellbeing related content and skills. Narrative methodology and methods are used to explore how educators conceptualise student wellbeing; how they locate student wellbeing within their professional practice; and how these processes are influenced by their personal and professional experiences. Research conversations, incorporating a series of visual and narrative research activities, were undertaken with twenty school-based and system-based teachers and leaders within the Catholic education system in Melbourne, Victoria. Analysis of participants’ accounts focused on both the telling (process) and the told (content). In relation to the telling, the combined processes of drawing and storying practice and experience enabled participants to recognise and articulate their understanding and practice of student wellbeing. Participants emphasised the intertwining of conceptual, practical, and, importantly, relational elements of understanding and practice. Analysis of the stories told highlighted the interwoven influences of people, places, and experiences in rhizomatic, rather than linear, journeys of becoming educators with a focus on student wellbeing. The findings of the study suggest that teachers’ complex stories of student wellbeing as educational practice might be used productively by teacher educators, researchers, policymakers, and educators themselves help to shape an integrated, dialogical agenda for student wellbeing practice, teacher education, research, and policy development and implementation.
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Clair, Jon. "Exploring the Effects of Boarding School Staffing Models on Staff and Student Wellbeing: A Comparative Case Study of Boarding Staff Perspectives." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/408096.

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England’s education system has a long history of boarding schools, with upwards of 75,000 boarders educated each year (Boarding Schools Association, 2020a; Independent Schools Council, 2020). Boarding schools are regarded as unique educational environments and, in recent times, there has been increasing consideration of the value and effect of these environments on the wellbeing of both staff and students. To date, proponents and opponents of boarding education have been unable to resolve their differing perspectives on the impacts of a boarding education on staff and student wellbeing. This uncertainty has occurred in the context of increasing rates of teacher attrition alongside the expanding role schools are expected to play in the domain of student personal development. Despite existing research documenting the importance of organisational factors as determinants of wellbeing, such as staffing factors, the focus often remains on the individual, with little research specifically addressing the boarding environment itself. In the context of this research need, this exploratory qualitative study compared the impact of two emergent boarding school staffing models on staff and student wellbeing through the perceptions of boarding school staff. A comparative case study methodology was employed, with purposive selection of two schools in England as instrumental case studies representing each of the two emergent models: a) the teacher-led model, which favoured the use of teaching staff in dual teaching-boarding positions, and b) the distinct-staff model, which favoured separation between boarding house staff and teaching staff. Data were collected through a document analysis of school-based policies and webpages and external inspection reports, together with semi-structured interviews with five boarding house staff at each site. The lived experience of boarding school staff was privileged within this study through the application of standpoint theory (Allen, 2017) and a relational wellbeing framework (S. White, 2010, 2017) used for the identification of broad determinant factors. Data analysis was conducted using Leximancer (Smith, 2016), an automated data mining software package, and complemented with line-by-line manual processes. Document analysis utilising Leximancer revealed that the case study contexts were comparable with respect to their policy environments and school-based factors, with differences predominantly emerging from the staffing model in use. Analysis of interview data utilising Leximancer revealed five key themes: Boarding, School, Children, Time, and Work. These themes reflected a textual focus on contextual factors, with substantial similarity emerging between the two case study sites with respect to the ranked concepts identified. This contextual focus and resulting similarity highlighted a common lived experience of participants between case study sites and provided a foundation for manual analysis of the interview data. Manual line-by-line analysis identified five themes through which staff and student wellbeing was framed in relational terms: Provision, Roles, Routines, Relationships, and Fit. Responsive to both the interview data and factors identified in the literature, these themes were united with the contextual themes which emerged from Leximancer analysis to produce a conceptual framework for the study. This conceptual framework supported the development of differences between the two models with respect to the composition of staff roles and their impact on role stress and role conflict and the consistency of boarding routines with respect to continuity of care. Patterns of boarding provision, quality of relationships, and reciprocal person-organisation fit were interrelated and important in both cases but were secondary to Roles and Provision as differentiating factors. The models were deemed to be justifiable constructions based on study observations. Findings from this small-scale study recommend the distinct-staff model as most supportive of staff and student wellbeing. This study found that the separation of teaching and boarding roles served to reduce role stress and role conflict for boarding and teaching staff alike, producing benefits for both staff and student wellbeing in this research context. Participants in the distinct-staff case reported that this model provided improved continuity of care to boarders through greater consistency in the staffing of the boarding house. Additional implications and guiding principles for schools to support the wellbeing of staff and students in boarding included: (a) adapt provision responsively to reflect the needs of current staff and students; (b) evaluate staff roles to minimise role stress and role conflict; (c) review routines and transitions to facilitate continuity of care; (d) support relationship development both professionally and personally; and (e) maximise fit between individual needs and the requirements of the institution. Exploratory in nature, this study has contributed to the limited boarding school literature base, providing the foundation for future research needed to generalise these findings more confidently.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Jefferies, Willow. "Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2479.

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Mindfulness practices are increasingly being introduced into schools as a whole-school approach, with teachers often responsible for implementing the exercises with their students. The aim of this research project was to explore the attitudes secondary teachers hold towards mindfulness practices and determine the barriers to and facilitators of teachers buying-in to a mindfulness initiative. A qualitative research methodology was utilised with twelve semistructured interviews conducted across three Perth metropolitan secondary schools. Interview questions were devised using both attitudinal constructs and the Revised Theoretical Domains Framework (TDF-R). In order to separately explore both teachers’ attitudes towards mindfulness practices and the barriers to and facilitators of their buy-in to an initiative, the interview data were analysed twice. In the first instance, deductive analysis was used within the suite of questions relating to each attitudinal construct. Following this, a hybrid approach was used to determine which TDF-R domains acted as either barriers to or facilitators of achieving participant buy-in to a mindfulness initiative. Findings indicated that this sample of secondary teachers held ambivalent attitudes towards the implementation of mindfulness practices as a whole-school approach. This included participants’ having a positive attitude towards mindfulness practices in schools, while holding reservations regarding whether teachers should be the ones to implement the practices. The TDF-R domains Situational Knowledge and Beliefs about Consequences were deemed to be facilitators of participant buy-in. The following domains were considered barriers to participant buy-in: Beliefs about Capabilities, Professional Role and Identity, Organisational Culture and Resources. The implications of the research include ensuring schools’ expectations of educators are clearly defined, providing staff with adequate training, and ensuring the leadership have authentic and consistent intentions.
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Roberts, D. "Friendships and the community of students : peer learning amongst a group of pre-registration student nurses." Thesis, University of Salford, 2007. http://usir.salford.ac.uk/2105/.

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This research seeks to explore the nature and value of peer learning for a group of pre-registration nursing students and specifically aims to examine a group of student nurses in order to inquire whether they learn from each other and if so, how, when and where this takes place. Secondly, the work aims to discover more about the process used by those nurses while engaging in peer learning and to unearth their perceptions of and value systems ascribed to this type of learning. In this context the students engage in peer learning as they learn from and through each others’ experience. This research is set against the backdrop of recent changes within nurse education in the United Kingdom. In 1999, the Peach report made several main recommendations regarding the future of pre-registration nurse education, including the integration of knowledge and skills through balanced time in theory and practice together with the fostering of interpersonal and practice skills through experiential and problem-based learning (UKCC 1999). In this case the fellow learners are a group of pre registration student nurses enrolled on a programme leading to registration as Adult Branch nurses with a Diploma level academic qualification. The curriculum (based on the Fitness for Practice recommendations within the Peach report) convenes the group (known as a base group) together throughout the course at regular intervals, and utilizes a strategy of problem based learning as part of a range of teaching and learning strategies in order to help the students to acquire the knowledge required by a qualified nurse. It is important to differentiate peer learning from other mechanisms which involve students in learning from each other. For example, peer teaching or peer tutoring is a far more formal and instrumental strategy whereby advanced students or those further on in progression, take on a limited instructional role (Boud, Cohen and Sampson 2001). In other words, the more senior students are used to formally teach various aspects of the curriculum to more junior students.
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Riekie, Helen Mary. "Student wellbeing, resilience and moral identity: Does the school climate have an impact?" Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/1366.

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The overarching aim of this study was to examine the impact of school climate on students’ wellbeing, resilience and moral identity. Two questionnaires, one to assess school climate and another to assess the three outcomes, were administered to a sample of 618 students from 15 South Australian independent schools. The hypothesised relationships were investigated using structural equation modelling. The results could guide schools in building environments that engender positive, resilient citizens with strong moral identities.
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De, George-Walker Linda. "An Investigation of Teachers' Efficacy for Promoting and Supporting the Social and Emotional Health and Wellbeing of Students." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/368121.

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Evidence is mounting that school-based support programs for student mental health are associated with improved wellbeing and academic outcomes. These programs necessitate teacher participation, yet teachers’ views are varied about the extent to which supporting student mental health is integral to the teaching role. Furthermore, teacher involvement in these activities can vary in quantity and quality. Teacher self-efficacy has received attention as a variable of interest for understanding teacher attitudes, participation, and performance in their work supporting student wellbeing. There has been some consideration of the antecedents of teacher self-efficacy for supporting student wellbeing, such as teacher training, but so far there has been no research using the framework of the sources of efficacy information proposed in Bandura’s self-efficacy theory (Bandura, 1977a, 1977b, 1997) and the model of teacher efficacy (Tschannen Moran, Woolfolk Hoy, & Hoy, 1998). Some studies investigating teacher self-efficacy in the area of teachers’ work supporting student wellbeing have conceptualised the construct broadly and used measures with inadequate domain specificity. Other studies have employed domain specific conceptualisations and measures, but validity-related concerns limit the use of these measures in other studies.
Thesis (PhD Doctorate)
Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
School of Psychology
Griffith Health
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Books on the topic "Student wellbeing"

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Hughes, Hilary, Jill Franz, and Jill Willis, eds. School Spaces for Student Wellbeing and Learning. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6092-3.

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Noble, Toni, and Helen McGrath. The PROSPER School Pathways for Student Wellbeing. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21795-6.

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Auditor-General, Victoria Office of the. The effectiveness of student wellbeing programs and services. Melbourne, Vic: Victorian Government Printer, 2010.

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Obradović-Ratković, Snežana, Mirjana Bajovic, Ayse Pinar Sen, Vera Woloshyn, and Michael Savage. Supporting Student and Faculty Wellbeing in Graduate Education. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003268185.

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Toomey, Ron. Teacher education and values pedagogy: A student wellbeing approach. Terrigal, N.S.W: David Barlow Pub., 2010.

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International research handbook on values education and student wellbeing. New York: Springer, 2010.

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Lovat, Terence, Ron Toomey, and Neville Clement, eds. International Research Handbook on Values Education and Student Wellbeing. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4.

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Kell, Peter. Global student mobility in the Asia Pacific: Mobility, migration, security and wellbeing of international students. Newcastle upon Tyne: Cambridge Scholars, 2010.

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Barden, Nicola, and Ruth Caleb. Student Mental Health and Wellbeing in Higher Education: A practical guide. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Ltd, 2019. http://dx.doi.org/10.4135/9781529700435.

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Changing behaviour in schools: Promoting positive relationships and wellbeing. Los Angeles, Calif: SAGE, 2011.

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Book chapters on the topic "Student wellbeing"

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Lovat, Terence, Kerry Dally, Neville Clement, and Ron Toomey. "Values and Wellbeing." In Values Pedagogy and Student Achievement, 61–82. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1563-9_4.

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Eloff, Irma, Sumari O’Neil, and Herbert Kanengoni. "Factors Contributing to Student Wellbeing: Student Perspectives." In Cross-Cultural Advancements in Positive Psychology, 219–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85924-4_10.

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Lynch, Timothy. "“Physically” Educated for Student Wellbeing." In Physical Education and Wellbeing, 69–85. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22266-6_6.

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Noble, Toni, and Helen McGrath. "Policy Development for Student Wellbeing." In The PROSPER School Pathways for Student Wellbeing, 97–109. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21795-6_3.

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Macur, Gregory Michael Adam. "Online student welfare and wellbeing." In Teaching Online for Kindergarten and Primary Teachers, 132–43. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003250630-10.

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Grant, Annie. "Health and Wellbeing." In The Role of Student Services in Higher Education, 81–125. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81439-7_3.

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Noble, Toni, and Helen McGrath. "Student Skills for Happiness and Wellbeing." In The PROSPER School Pathways for Student Wellbeing, 1–23. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21795-6_1.

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Noble, Toni, and Helen McGrath. "The Prosper Framework for Student Wellbeing." In The PROSPER School Pathways for Student Wellbeing, 25–95. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21795-6_2.

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Smith, Andrew P. "Student Workload, Wellbeing and Academic Attainment." In Communications in Computer and Information Science, 35–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32423-0_3.

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Franz, Jill. "Towards a Spatiality of Wellbeing." In School Spaces for Student Wellbeing and Learning, 3–19. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6092-3_1.

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Conference papers on the topic "Student wellbeing"

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Indrianti, Yasinta, Mr Sasmoko, Emny Yossy, Adi Suprapto, and Hendry Hartono. "Analysis of Student Empowerment Role in forming Student Wellbeing." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.109.

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Heffernan, Maria, Patricia Fitzpatrick, Amy Bermingham, Ross Neville, Nicola Dervan, Clare Corish, Celine Murrin, and Brian Mullins. "Novel implementation of experiential learning in health and wellbeing in a university setting." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13069.

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Healthy UCD is a health promotion initiative in University College Dublin (UCD) which aims to create a sustainable healthy campus for all members of the UCD community. In recent years, Healthy UCD has worked with staff from across the university to provide opportunities for experiential learning to UCD students in areas related to health and wellbeing. The initiative currently has involvement in three modules: 1) Practice Placement – a core MSc in Clinical Nutrition and Dietetics module where students plan and implement a university-wide Healthy Eating Week, 2) Event Management – a core module undertaken by second-year BSc Sport &amp; Exercise Management students, and 3) Student Health &amp; Wellbeing – an undergraduate elective module which challenges students to reflect on issues which affect their own health and wellbeing and that of those around them and then develop a student-focused Healthy UCD campaign. This paper will outline how experiential learning is implemented in these modules, how students are assessed, and the perceptions of students who complete these modules.
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Hossain, Mhanaj, Daphne Economou, and Jeffrey Ferguson. "Work-in-Progress-WebXR to Support Student Wellbeing and Anxiety." In 2021 7th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2021. http://dx.doi.org/10.23919/ilrn52045.2021.9459324.

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Silvianetri, Silvianetri, Irman Irman, Zubaidah Zubaidah, Putri Yeni, and Reri Syafitri. "Student Preferences Watching Youtube and Its Implications for Wellbeing Counseling." In Proceedings of the 6th Batusangkar International Conference, BIC 2021, 11 - 12 October, 2021, Batusangkar-West Sumatra, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.11-10-2021.2319487.

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Gatt, Suzanne, Charmaine Bonello, Josephine Deguara, Rosienne Farrugia, Tania Muscat, Josephine Milton, Lara Said, and Jane Spiteri. "Exploring The Influence of COVID-19 on Initial Teacher Education in Malta: Student Participation in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12794.

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The COVID-19 pandemic forced a rapid transition from onsite to online learning spaces for initial teacher education (ITE); with Universities even adopting new modes of pedagogy and assessment. This study explores: (1) how Maltese ITE undergraduate early years and postgraduate primary education students dealt with more remote forms of learning during the pandemic in Malta, and (2) the teaching/lecturing modes used, by lecturers, for remote learning, assessment and concerns that tie-in with broader student wellbeing. The data were gathered through an online quantitative survey designed to collect information about ITE students’ views. Student responses strongly suggest that in the eventuality of an ongoing vaccination ‘post-COVID’ era, ITE within HE programmes should consider revisiting the course content and delivery, supporting and fostering, blended and online approaches. A ‘blind spot’ reflecting the struggle for independence, autonomy, and control during COVID-19 in a postcolonial Maltese Higher Eduction context also emerged. The insights gained highlight how ITE students’ views on their experiences of online pedagogy, assessment, and how these new modes impacted their wellbeing within a Maltese HE context can serve to inform policy and practice. These results emphasize the need to promote participatory research amongst university students as key to inform HE policy and practice. Keywords: Initial Teacher Education; Online learning; Covid-19; student participation; Higher Education
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Van den Bergh, Marie. "A community-based learning program to improve wellbeing and design student success." In DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.761.

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Destiansari, Elvira, Ari Widodo, and Widi Purwianingsih. "Teachers' Ability to Integrated Reasoning and Student Wellbeing in Pedagogical Content Knowledge." In International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.35.

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Al-Naimi, Hend, Bassant Elkattan, Hiba Mohammed, Laila Shafei, Marwa Elshazly, and Alla El-Awaisi. "Pharmacy Student Leaders’ Perspectives on the Impact of COVID-19 on their Learning: SWOC Analysis." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0309.

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The COVID-19 pandemic has caused disruptions in many aspects of life across the globe including education provision. This pandemic led to major and rapid restructuring of curricula and assessments as student suddenly moved to unfamiliar learning environment. Active involvement of students in the education process and curricula reform is encouraged. This paper aimed to explore pharmacy student leaders’ perspectives related to their learning during COVID-19 pandemic in terms of strengths, weakness, opportunities, challenges and recommendations to move forward. A meeting with pharmacy student leaders was convened. Each student leader individually reflected on their experiences using a structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework which was then used to guide discussion. Each student then rated anonymously the importance and the probability of the themes to come up with overall score. Online learning came with both negative and positive aspects from the students’ point of view. Despite the efforts that were made by the college and students to adapt to the new educational system, there were drawbacks that affected the quality of the education. Pharmacy programs need to implement strategies within their programs about disaster preparedness and build student resilience and wellbeing.
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Storace, Keith. "STUDENT WELLBEING THROUGH APPRECIATIVE DIALOGUE: MOVING FROM SELF-DOUBT TO INSPIRED POSITIVE ACTION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1719.

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Jensen, Annie Aarup, and Lone Krogh Kjaer-Rasmussen. "INTRODUCING CO-CREATION TO IMPROVE STUDENT WELLBEING IN A PROBLEM-ORIENTED LEARNING ENVIRONMENT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0664.

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Reports on the topic "Student wellbeing"

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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Student Wellbeing in Contexts of Protracted Violent Conflict. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/ids.2021.055.

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In contexts of protracted violent conflict, school environments play a key role in children’s psychological, social, and emotional wellbeing. Research by the REALISE education project in the Democratic Republic of the Congo (DRC) provides a better understanding of how violent conflict penetrates schools; the relationship between school staff, students, parents, and the local community; and the role of children’s social entourage. It identifies key considerations for education projects operating in these contexts and how they can best support the wellbeing of children, including those who are extremely isolated or experience marginalisation on the basis of gender or minority status.
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Boyd, Sally, and Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, October 2021. http://dx.doi.org/10.18296/rep.0016.

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This research uses strengths-based kaupapa Māori and qualitative approaches. Wellbeing@School student survey data was used to select six primary schools where we were likely to see examples of effective practices. The students at these schools reported higher than average levels of wellbeing and teacher relationships, and lower levels of aggressive behaviour.
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Gillett-Swan, Jenna, Linda Graham, Annetta Cayas, and Naima Crisp. A Wellbeing Framework for Action to support student voice implementation in schools. Queensland University of Technology, 2019. http://dx.doi.org/10.5204/rep.eprints.203858.

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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, September 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.

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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
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Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
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Okilwa, Nathern, and Bruce Barnett. What school principals do is crucial to students’ emotional wellbeing. Edited by Chris Bartlett. Monash University, January 2023. http://dx.doi.org/10.54377/fe1f-1a0c.

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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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Yorke, Louise, Pauline Rose, Stephen Bayley, Darge Wole Meshesha, and Paul Ramchandani. The Importance of Students’ Socio-Emotional Learning, Mental Health, and Wellbeing in the Time of COVID-19. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/025.

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In this policy brief, we set out the importance of focusing on students’ socio-emotional learning, especially in the context of the ongoing COVID-19 pandemic. We first consider the role of socio-emotional learning in students’ education and development and also their mental health and wellbeing, and then identify specific areas that we suggest have particular importance in supporting students’ education and development during and beyond the COVID-19 pandemic.
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Medhurst, Marijne, Maya Conway, and Kathryn Richardson. Remote learning for students with a disability: Game changer or moment in time? Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-683-3.

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This literature review draws from Australian and international research into the impact of remote learning for students with disability, published between March 2020 and April 2022. The literature relates to pedagogical services provided by early childhood services and schools to support students with disability, rather than therapeutic services. The social implications for students are reviewed along with educational factors, and implications for inclusion and support by schools. Following an overview of the legal and policy frameworks supporting the education of students with disability, this review investigates benefits, challenges and opportunities for both remote learning and transition back to in-person educational settings for students and their families. The themes emerging include flexible approaches to learning, connectedness and wellbeing.
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