Ireland Engaging Actively in Well-Being Promotion

• In Event: Reimagining Well-Being in the Age of Accountability: Lessons From the Atlantic Rim Collaboratory

Abstract

The Atlantic Rim Collaboratory mini-summit hosted in Ireland in February 2017 provided a wonderful experience and an excellent forum for participants to share developments with international colleagues. Representatives from Ireland benefited greatly from the participation and were affirmed in their ongoing commitment to embed wellbeing promotion in schools through strengthening and renewing the collaborative approach that exists in Ireland between the Ministry and agencies. The output of the mini-summit set out questions for systems seeking to take forward wellbeing. These questions are a useful reference for prioritising actions.
Recognition of the strong link between wellbeing and academic achievement is well established in the literature (Gustaffson et al., 2010; OECD, 2014) with increasing awareness emerging. We know that school competence and achievement are related to wellbeing. We also know that wellbeing is significantly influenced by inequity in society (DES, 2017a). This evidence informs action in Ireland in regard to placing wellbeing as a priority in the Action Plan for Education 2016-2019 (DES, 2016).
A guideline framework for physical activity has been issued to schools (DES, 2012). In response to significant concerns about youth mental health, Wellbeing in Post Primary Schools Guidelines for Metal health Promotion (DES, 2013) was also published, followed by guidelines for primary schools (DES, 2015) which promote a whole-school approach and outline a tiered continuum-of-support framework. Social, personal and health education is compulsory in the Irish curriculum since 2000 for students up 16 years. The World Heath Organization (1998) health-promoting school process was introduced to Ireland in the 1990s supported by the Health Service Executive (HSE, 2013). Wellbeing in Junior Cycle Guidelines (NCCA, 2016) introduced to schools in 2017 set the wellbeing programme for 12-16 year olds within a whole school approach with the following definition: “Student wellbeing is present when students realise their abilities, take care of their physical wellbeing, can cope with the normal stresses of life, and have a sense of purpose and belonging to a wider community” (p. 20). Agreed-upon wellbeing indicators included: connected, aware, resilient, respected, active, and responsible. One outcome of the mini-summit is the initiation of more integrated alignment of the work of the Health Service Executive for Health Promoting Schools with the Wellbeing in Junior Cycle Guidelines. Follow-up meetings have been held with partner agencies to progress this.
Wellbeing is identified as Goal 1 in the Action Plan for Education (DES, 2017b) with progress initiated on the following objective: to improve services and resources to promote wellbeing in our school communities to support success in school and life. Priority tasks identified and initiated include setting up a high-level Wellbeing Steering Committee in the Ministry with representation from key Divisions to:
• develop a policy statement and framework for wellbeing
• initiate/further develop integrated work planning where appropriate between Ministry Divisions and external agencies
• identify possible gaps or opportunities to support wellbeing in schools; and
• communicate Department of Education and Skills’ wellbeing promotion in schools.
Ireland looks forward to continued engagement in this collaborative process for developing wellbeing in education.

Author

• Margaret Mary Grogan, National Educational Psychological Service