Abstracts
Abstract
What does it mean for students to flourish (to be well) in school, what school ecology would this require, and what capabilities to live a flourishing life should schools help students develop? In this article, we report on a study that inquired into these three questions from the perspective of the students themselves, which is a perspective rarely inquired into. Data were collected from students at a large high school in Canada, using a survey (N = 50) and focus group interviews (N = 24). The findings provided diverse and rich student perspectives on the role that student well-being can and should play as an aim of school education.
Keywords:
- Student well-being,
- flourishing,
- well-being capabilities,
- school ecology
Résumé
Qu’est-ce que cela signifie pour les étudiants de s’épanouir (d’être bien) à l’école, quelle écologie scolaire cela nécessiterait-il et quelles capacités pour vivre une vie épanouie les écoles devraient-elles aider les étudiants à développer? Dans cet article, nous rendons compte d’une étude qui a enquêté sur ces trois questions du point de vue des étudiants eux-mêmes, une perspective rarement prise et interrogée. Les données ont été recueillies auprès d’étudiants d’une grande école secondaire au Canada, à l’aide d’un sondage (N = 50) et d’entrevues avec des groupes de discussion (N = 24). Les résultats ont fourni des perspectives diverses et riches sur les façons dont le bien-être des étudiants pourrait et devrait figurer en tant qu’objectif de l’éducation scolaire.
Appendices
Bibliography
- Alberta Education (2009). Framework for kindergarten to grade 12 wellness education. https://education.alberta.ca/wellness-education/wellness-education/
- The Australian Child Wellbeing Project. (n.d.). www.australianchildwellbeing.com.au
- Bagattini, A. & Macleod, C., (2015). The nature of children’s well-being. Springer.
- Ben-Arieh, A. (2008). The child indicators movement: Past, present, and future. Child Indicators Research, 1, 3-16. http://dx.doi.org/10.1007/s12187-007-9003-1
- Bharara, G., Duncan, S., Jarden, A., & Hinckson, E. (2019). A prototype analysis of New Zealand adolescents’ conceptualizations of wellbeing. International Journal of Wellbeing, 9(4), 1-25. http://dx.doi.org/10.5502/ijw.v9i4.975
- Biggeri, M., Libanora, R., Mariani, S., & Menchini, L. (2006). Children conceptualizing their capabilities: Results of a survey conducted during the First Children’s World Congress on Child Labour. Journal of Human Development, 7(1), 59 – 83. https://doi.org/10.1080/14649880500501179
- Bourke, L., & Geldens, P. M. (2007). Subjective wellbeing and its meaning for young people in a rural Australian center. Social Indicators Research, 82, 165–187. http://dx.doi.org/10.1007/s11205-006-9031-0
- Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
- Bronfenbrenner, U. (Ed.).(2005). Making human beings human: Bioecological perspectives on human development. Sage Publications.
- Casas, F. (2011). Subjective social indicators and child and adolescent well-being. Child Indicators Research, 4(4), 555–575. http://dx.doi.org/10.1007/s12187-010-9093-z
- Chaplin, L. N. (2009). Please may I have a bike? Better yet, may I have a hug? An examination of children’s and adolescents’ happiness. Journal of Happiness Studies, 10(5), 541–562. http://doi.org/10.1007/s10902-008-9108-3
- Chase, R., Medina, M. F., & Mignone, J. (2012). The life story board: A feasibility study of a visual interview tool for school counsellors. Canadian Journal of Counselling and Psychotherapy, 46(3), 183–200.
- The Children’s Worlds: International Survey of Children’s Well-Being. (n.d.). www.isciweb.org
- Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359–390. https://doi.org/10.1111/j.1467-873X.2006.00363.x
- Cook-Sather, A. (2009). Learning from the student's perspective: A sourcebook for effective teaching. Paradigm Publishers.
- Crisp, R. (2013). Well-being. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy. (Winter 2021 ed,) Standford University. https://plato.stanford.edu/archives/sum2016/entries/well-being/
- Crivello, G., Camfield, L., & Woodhead, M. (2009). How can children tell us about their wellbeing? Exploring the potential of participatory research approaches within young lives. Social Indicators Research, 90, 51–72. https://doi.org/10.1007/s11205-008-9312-x
- De Róiste, A., Kelly, C., Molcho, M., Gavin, A., & Gabhainn, S. N. (2012). Is school participation good for children? Associations with health and wellbeing. Health Education, 112(2), 88–104. https://doi.org/10.1108/09654281211203394
- Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225-241. https://doi.org/10.1111/j.1532-7795.2010.00725.x
- Falkenberg, T. (2014). Making sense of Western approaches to well-being for an educational context. In F. Deer, T. Falkenberg, B. McMillan, & L. Sims (Eds.), Sustainable well-being: Concepts, issues, and educational practices (pp. 77-94). Winnipeg, MB: ESWB Press. www.ESWB-Press.org
- Falkenberg, T., & Krepski, H. (2020). On conceptualizing child well-being: Drawing on disciplinary understandings of childhood. Canadian Journal of Education, 43(4), 891–917.
- Fattore, T., Mason, J., & Watson, E. (2007). Children’s conceptualisation(s) of their well-being. Social Indicators Research, 80(1), 5–29. http://dx.doi.org/10.1007/s11205-006-9019-9.
- Fielding, M. (2001). Beyond the rhetoric of student voice: New departures or new constraints in the transforming of the 21st century schooling? Forum, 43(2), 100–110. https://doi.org/10.2304/forum.2001.43.2.1
- Furlong, M. J., Gilman, R., & Huebner, E. S. (Eds.). (2014). Handbook of positive psychology in schools (2nd ed.). Routledge.
- Gheaus, A. (2015). The ‘intrinsic goods of childhood’ and the just society. In Bagattini, A. & Macleod, C. (Eds.), The nature of children’s well-being (pp. 35-52). Springer.
- Gheaus, A. (2018). Introduction: Symposium on the nature and value of childhood. Journal of Applied Philosophy. 35(S1), 1-10. https://doi.org/10.1111/japp.12280
- González-Carrasco, M., Vaqué, C., Malo, S., Crous, G., Casas, F., & Figuer, C. (2019). A qualitative longitudinal study on the well-being of children and adolescents. Child Indicators Research, 12(2), 479–499. https://doi.org/10.1007/s12187-018-9534-7
- James, A., Jenks, C., & Prout, A. (1998). Theorizing childhood. Teachers College Press.
- Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. The Journal of Experimental Education, 84(4), 686–701. https://doi.org/10.1080/00220973.2015.1083522
- Lundy, L. (2014). United Nations Convention on the Rights of the Child and child well-being. In A. Ben-Arieh, R. Casas, I Frønes, & J. E. Korbin (Eds.), Handbook of child well-being: Theories, methods and policies in global perspective (pp. 2439-2462). Springer.
- Marchant, M., Heath, M. A., & Miramontes, N. Y. (2012). Merging empiricism and humanism: Role of social validity in the school-wide positive behavior support model. Journal of Positive Behavior Interventions, 15(4), 221–230. http://dx.doi.org/10.1177/1098300712459356
- Maxwell, J. A. (2013). Qualitative research design (3rd ed.). Sage Publications.
- Munn, P. (2010). How schools can contribute to pupils’ well-being. In C. McAuley & W. Rose (Eds.), Child well-being: Understanding children’s lives (pp. 91-110). Jessica Kingsley Publishers.
- Nic Gabhainn, S. N., & Sixsmith, J. (2005). Children’s understanding of well-being. The National Children’s Office.
- Nussbaum, M. C. (2011). Creating capabilities: The human development approach. Harvard University Press.
- Ontario Ministry of Education (2014). Achieving excellence: A renewed vision for education in Ontario. http://www.edu.gov.on.ca/eng/about/excellent.html
- Robeyns, I. (2006). Three models of education: Rights, capabilities and human capital. Theory and Research in Education, 4(1), 69-84. https://doi.org/10.1177/1477878506060683
- Rudduck, J. (2007). Student voice, student engagement, and school reform. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 587-610). Springer.
- Rudduck, J., & Demetriou, H. (2003). Student perspectives and teacher practices: The transformative potential. McGill Journal of Education, 38(2), 274–288.
- Smyth, J. (2007). Toward the pedagogically engaged school: Listening to student voice as a positive response to Disengagement and ‘dropping out’? In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 635-658). Springer.
- Soutter, A. K., O’Steen, B., & Gilmore, A. (2012). Students’ and teachers’ perspectives on wellbeing in a senior secondary environment. Journal of Student Wellbeing, 5(2), 34–67. https://www.ojs.unisa.edu.au/index.php/JSW/article/download/738/582
- Stewart-Tufescu, A., Huynh, E., Chase, R., & Mignone, J. (2019). The Life Story Board: A task-oriented research tool to explore children’s perspectives of well-being. Child Indicators Research, 12(2), 525–543. https://doi.org/10.1007/s12187-018-9533-8
- Tomlin, P. (2018). Saplings or caterpillars? Trying to understand children’s well-being. Journal of Applied Philosophy. 35(S1), 29-46. https://doi.org/10.1111/japp.12204
- Wilson, B. L., & Corbett, D. (2001). Listening to urban kids: School reform and the teachers they want. State University of New York Press.