Schools as Agents of Personal and Social Change: The Pedagogy of Well-Being

• In Event: Insights Into Educational Leadership: Perspectives From the United Kingdom

Abstract

Objectives

Rises in adolescent mental health problems in the mid to late 20th century were surprising and troubling. What we are seeing with new data is that the trend has continued upwards in the UK.

There is an underlying assumption in many policy initiatives that schools can impact pupils’ wellbeing.

The aim of this paper is to firstly to discuss a rationale for pupil well-being lessons as well as to arrive at a working definition of key terminology. There then follows the presentation of a case study where the potential benefits of a pupil well-being programme can be openly explored.

Perspective(s) or theoretical framework

This study draws on a review of over 130 papers published mainly in the last 15 years and reports for the first time on data collected through a longitudinal study of the pedagogy of pupil-wellbeing in one independent senior school in the UK, undertaken over a five year period.


Methods, techniques, or modes of inquiry

A decision has been taken here that the best match of research design to research objectives that focuses on the perceptions of a number of pupils would be to adopt a case study approach: the use of case studies is a prime strategy for developing theory that enhances educational practice.


Data sources and evidence

Direct evidence here is provided by surveys of pupil self reports, data obtained through faculty interviews and field notes over a five year period.


Results and/or substantiated conclusions
This paper demonstrates
1. The general agreement that helping pupils to learn about well-being is the task of families and schools.
2. The benefits of well-being are measurable: an emphasis on pupil well-being can enhance academic learning with pupils becoming calmer and more receptive.
3. A proven curriculum for well-being has been developed and is worthy of consideration.
4. Pupils can be provided with a new set of skills, through a carefully planned well-being curriculum, that will have long term benefits that are scientifically demonstrable.

Scientific or scholarly significance of the study or work

In a society with relative material abundance, the critical issues of pupil welfare have become as much about psychology and relationships as about material need.

Until the end of the last century local and national policy was mostly based on clear boundaries between the fields of education, childcare and social care. This research points to ways in lessons in pupil well-being contributes to the possibility for 'social pedagogy', as a model, fits policy concerns for children, and the development of training and services.

This paper is particularly pertinent to the AERA theme as we seek to use educational research as the agent not just the object of change.

Author

• Trevor Lee, Northwood Preparatory School