Student holistic development and the ‘goodwill’ of the teacher

ABSTRACT

Background: Across recent school and policy documentation, the priority afforded to the holistic development of the student is increasingly evident: that is, the moral, social and emotional development of the student. However, it remains unclear as to where these outcomes are realised within the multidimensional role of the teacher and the busy environment of the school.

Purpose: This article explores teachers’ views on the concept of holistic development.

Methods: Semi-structured interviews (n = 43) were carried out, and surveys (n = 126) were administered to school personnel in 18 schools in Ireland. Interview data were analysed qualitatively, using inductive thematic analysis. Descriptive statistics were produced from the survey data.

Findings: The findings from the analysis indicate the prioritisation bestowed on holistic development by those surveyed and interviewed, with a focus on students being valued and cared for, developing life skills and feeling happy. However, a tension presents itself through the data in terms of how the prioritisation of the holistic development of the student is achieved in the school environment: that is, via the prescribed curriculum or as a result of the ‘goodwill’ of the teacher.

Conclusion: While curricular and policy documentation acknowledge the centrality of both the business of academic work and the business of holistic development in the work of the teacher, findings from this study suggest that the holistic development of the student occurs in extra and co-curricular settings and is largely dependent on the ‘goodwill’ of the teacher.

KEYWORDS:

• Teacher altruism
• holistic development
• teacher goodwill
• life skills
• well-being

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Post-primary or secondary schools that cater for students aged 12–18 years who have completed primary education.

2. The ETB sector in Ireland has 265 second-level schools, publicly managed by 16 Education and Training Boards (DES 2018), representing some 37% of second-level provision.

3. From 2017, CSPE is a 100-h short course available in the Junior Cycle (12–15 years) of second level. It comprises three strands, rights and responsibilities, global citizenship and exploring democracy.

4. From 2017, SPHE is 100-h short course available in the Junior Cycle (12–15 years) of second level. Activities include space and time for students to learn about themselves, caring for themselves and others and making informed decisions for their health and well-being.

5. Transition year (TY) is a 1-year programme taken before the 2-year Leaving Certificate (15–18 years) and can be optional or mandatory depending on the school’s policy. While guidelines are set to guide schools in terms of programme design, schools have autonomy to reflect the needs and interests of its students.