Schooling as a contribution or threat to wellbeing? A study of Norwegian teachers’ perceptions of their role in fostering student wellbeing

References

• Aristotle, Ross, W. D., & Brown, L. (2020). The nicomachean ethics (Revised ed.). Oxford University Press.
   Google Scholar
• Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109
   Web of Science ®Google Scholar
• Biesta, G. (2016). Good education in an age of measurement: Ethics, politics, democracy. Routledge.
   Google Scholar
• Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Teachers’ Professional Agency in Contradictory Times, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.1044325
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
   Web of Science ®Google Scholar
• Brinkmann, S. (2013). Qualitative interviewing : Qualitative interviewing. Oxford University Press, Incorporated.
   Google Scholar
• Chapman, A. (2015). Wellbeing and schools: Exploring the normative dimensions. In Wright & McLeod Ed., Rethinking youth wellbeing: Critical perspectives (pp. 143–159). Springer.
   Google Scholar
• Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613
   Web of Science ®Google Scholar
• Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563
   Google Scholar
• Danby, G., & Hamilton, P. (2016). Addressing the ‘elephant in the room’. The role of the primary school practitioner in supporting children’s mental well-being. Pastoral Care in Education, 34(2), 90–103. https://doi.org/10.1080/02643944.2016.1167110
   Web of Science ®Google Scholar
• Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. D. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222–235. https://doi.org/https://doi.org/10.5502/ijw.v2i3.4
   Google Scholar
• Dunne, J. (2005). An intricate fabric: Understanding the rationality of practice. Pedagogy, Culture & Society, 13(3), 367–390. https://doi.org/10.1080/14681360500200234
   Google Scholar
• Eccles, J., & 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
   Web of Science ®Google Scholar
• Ecclestone, K., & Brunila, K. (2015). Governing emotionally vulnerable subjects and ‘therapisation’ of social justice. Pedagogy, Culture and Society, 23(4), 485-506. https://doi.org/https://doi.org/10.1080/14681366.2015.1015152.
   Google Scholar
• Ecclestone, K., & Hayes, D. (2009). Changing the subject: The educational implications of developing emotional well-being. Oxford Review of Education, 35(3), 371–389. https://doi.org/10.1080/03054980902934662
   Web of Science ®Google Scholar
• Ecclestone, K., & Rawdin, C. (2016). Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings. Cambridge Journal of Education, 46(3), 377–393. https://doi.org/10.1080/0305764X.2015.1120707
   Web of Science ®Google Scholar
• Edling, S., & Frelin, A. (2013). Doing good? Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement. Teachers and Teaching, 19(4), 419–432. https://doi.org/10.1080/13540602.2013.770234
   Web of Science ®Google Scholar
• Ekornes, S., Hauge, T. E., & Lund, I. (2012). Teachers as mental health promoters: A study of teachers’ understanding of the concept of mental health. International Journal of Mental Health Promotion, 14(5), 289–310. https://doi.org/10.1080/14623730.2013.798534
   Google Scholar
• Fisher, M. (2019). A theory of public wellbeing.(Report). BMC Public Health, 19(1), 1283–1283. https://doi.org/10.1186/s12889-019-7626-z
   Web of Science ®Google Scholar
• Franklin, C. G. S., Kim, J. S., Ryan, T. N., Kelly, M. S., & Montgomery, K. L. (2012). Teacher involvement in school mental health interventions: A systematic review. Children and Youth Services Review, 34(5), 973–982. https://doi.org/10.1016/j.childyouth.2012.01.027
   Web of Science ®Google Scholar
• Graham, A., Phelps, R., Maddison, C., & Fitzgerald, R. (2011). Supporting children’s mental health in schools: Teacher views. Teachers and Teaching, 17(4), 479–496. https://doi.org/10.1080/13540602.2011.580525
   Web of Science ®Google Scholar
• Huang, F. L., Cornell, D. G., Konold, T., Meyer, J. P., Lacey, A., Nekvasil, E. K., Heilbrun, A., & Shukla, K. D. (2015). Multilevel factor structure and concurrent validity of the teacher version of the authoritative school climate survey. Journal of School Health, 85(12), 843–851. https://doi.org/10.1111/josh.12340
   PubMed Web of Science ®Google Scholar
• Hufford, D. (2014). Worldview understandings and teacher authenticity. Journal of Philosophy & History of Education, 64(1), 135–148. http://www.journalofphilosophyandhistoryofeducation.com/jophe64_individual_files/Hufford64JoPHE.pdf
   Google Scholar
• McGiboney, G. W. (2016). The psychology of school climate. Cambridge Scholars Publishing.
   Google Scholar
• McLeod, J. & Wright, K. (2015). Inventing youth wellbeing. In Rethinking Youth Wellbeing: Critical Perspectives, (1st ed. 2015). Springer.
   Google Scholar
• Noddings, N. (2019). Caring: A relational approach to ethics and moral education. University of California Press.
   Google Scholar
• Pring, R. (2010). The need for a wider vision of learning. International Studies in Sociology of Education: Walford Festschrift, 20(1), 83–91. https://doi.org/10.1080/09620211003655689
   Google Scholar
• Pring, R. (2012). Putting persons back into education. Oxford Review of Education: Special Issue: Learning to Be Human: The Educational Legacy of John Macmurray, 38(6), 747–760. https://doi.org/10.1080/03054985.2012.744193
   Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage.
   Google Scholar
• Spratt, J. (2016). Childhood wellbeing: What role for education? British Educational Research Journal, 42(2), 223–239. https://doi.org/10.1002/berj.3211
   Web of Science ®Google Scholar
• Spratt, J. (2017). Wellbeing, equity and education : A critical analysis of policy discourses of wellbeing in schools (Vol. 1). Springer.
   Google Scholar
• Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907
   Web of Science ®Google Scholar
• Thomas, N., Graham, A., Powell, M. A., & Fitzgerald, R. (2016). Conceptualisations of children’s wellbeing at school: The contribution of recognition theory. Childhood, 23(4), 506–520. https://doi.org/10.1177/0907568215622802
   Web of Science ®Google Scholar
• VanderWeele, T., Trudel-Fitzgerald, C., Allin, P., Farrelly, C., Fletcher, G., Frederick, D., Kubzansky, L., Helliwell, J. F., Kim, E. S., Lauinger, W. A., Lee, M. T., Lyubomirsky, S., Margolis, S., McNeely, E., Messer, N., Tay, L., Viswanath, V., Węziak-Białowolska, D., & Kubzansky, L. D. (2020). Current recommendations on the selection of measures for well-being. Preventive Medicine, Vol. 133, 106004. https://doi.org/10.1016/j.ypmed.2020.106004
   PubMed Web of Science ®Google Scholar
• Wang, D., & Fletcher, A. C. (2016). The role of interactions with teachers and conflict with friends in shaping school adjustment: Wang and Fletcher. Social Development, 26(3), 545-559. https://doi.org/10.1111/sode.12218
   Web of Science ®Google Scholar
• Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1
   Web of Science ®Google Scholar
• Watson, D., Emery, C., Bayliss, P., Boushel, M., & McInnes, K. (2012). Children’s social and emotional wellbeing in schools: A critical perspective. Policy Press, University of Bristol.
   Google Scholar
• Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: What does the evidence say? Health Promotion International, 26(suppl_1), I29–I69. https://doi.org/10.1093/heapro/dar075
   PubMed Web of Science ®Google Scholar
• Whitley, J., Smith, J. D., Vaillancourt, T., Leschied, A. D. W., Flett, G. L., & Saklofske, D. H. (2013). Promoting mental health literacy among educators: Critical in school-based prevention and intervention. Canadian Journal of School Psychology, 28(1), 56–70. https://doi.org/10.1177/0829573512468852
   Google Scholar