Are current school wellbeing practices effective?
All too often, wellbeing policies and practices in school have been a surface value, box-ticking exercise. This research sets out to deepen understanding of how to create effective wellbeing environments, as well as highlight the currently less effective practice in some international settings
Aims
This article critiques contemporary understandings and practices related to wellbeing in education.
Methodology
This article analyses conceptual and policy frameworks related to wellbeing in the Canadian province of Ontario.
Findings from 222 interviews with educators include terms
