890
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Wellbeing and School Improvement: A Scoping Review

, &

References

  • Adler, A., & Seligman, M. E. (2016). Using wellbeing for public policy: Theory, measurement, and recommendations. International Journal of Wellbeing, 6(1), 1–35. doi:10.5502/ijw.v6i1.42
  • Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121–145. doi:10.1016/j.ijer.2018.01.012
  • Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. doi:10.1080/1364557032000119616
  • Bellei, C., Morawietz, L., Valenzuela, J. P., & Vanni, X. (2020). Effective schools 10 years on: Factors and processes enabling the sustainability of school effectiveness. School Effectiveness and School Improvement, 31(2), 266–288. doi:10.1080/09243453.2019.1652191
  • Boyd, S. (2019). Assessing and building wellbeing. Assessment News, 1, 54–58. doi:10.18296/set.0133
  • Brown, C., & Shay, M. (2021). From resilience to wellbeing: Identity building as an alternative framework for schools’ role in promoting children’s mental health. Review of Education, 9(2), 599–634. doi:10.1002/rev3.3264
  • Brunker, N. (2007). Primary schooling and children’s social emotional wellbeing: A teacher’s perspective. In Conference of the Australian Association for Research in Education. Research impacts: Proving or improving? (pp. 1–11). Fremantle, Australia: University of Notre Dame.
  • Caan, W. (2016). Robust wellbeing. Journal of Public Mental Health, 15(3), 141–149. doi:10.1108/JPMH-07-2016-002
  • Cefai, C., & Cavioni, V. (2015). Beyond PISA: Schools as contexts for the promotion of children’s mental health and well-being. Contemporary School Psychology, 19, 233–242.
  • Chapman, C., & Harris, A. (2004). Improving schools in difficult and challenging contexts: Strategies for improvement. Educational Research, 46(3), 219–228. doi:10.1080/0013188042000277296
  • Cherkowski, S., Hanson, K., & Walker, K. (2018). Flourishing in adaptive community: Balancing structures and flexibilities. Journal of Professional Capital and Community, 3(2), 123–136. doi:10.1108/JPCC-09-2017-0021
  • Cherkowski, S., & Schnellert, L. (2017). Teacher, team, and school change through reciprocal learning. Teacher Development, 22(2), 229–248. doi:10.1080/13664530.2017.1338197
  • Chun Tie, Y., Birks, M., & Francis, K. (2019). Grounded theory research: A design framework for novice researchers. SAGE Open Medicine, 7, 1–8. doi:10.1177/2050312118822927
  • Conway, J., & Andrews, D. (2016). A school wide approach to leading pedagogical enhancement: An Australian perspective. Journal of Educational Change, 17, 115–139. doi:10.1007/s10833-015-9258-0
  • Creemers, B., & Kyriakides, L. (2009). Situational effects of the school factors included in the dynamic model of educational effectiveness. South African Journal of Education, 29(3), 293–315. doi:10.15700/saje.v29n3a270
  • Crowther, F., Andrews, D., Morgan, A., & Neill, S. (2012). Hitting the bullseye of school improvement: The”IDEA” project at work in a successful school system. Leading and Managing, 18(2), 1. https://search-informit-com-au.libraryproxy.griffith.edu.au/documentSummary;dn=199133119851259;res=IELHS
  • Daudt, H. M., van Mossel, C., & Scott, S. J. (2013). Enhancing the scoping study methodology: A large, inter-professional team’s experience with Arksey and O’Malley’s framework. BMC Medical Research Methodology, 13(1), 1–9. doi:10.1186/1471-2288-13-48
  • Day, C., & Leithwood, K. (Eds.). (2007). Successful principal leadership in times of change: An international perspective. Dordrecht: Springer Science & Business Media.
  • Deci, E. L. (2009). Large-scale school reform as viewed from the self-determination theory perspective. Theory and Research in Education, 7(2), 244–252.
  • Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. D. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222–235. doi:10.5502/ijw.v2i3.4
  • DuFour, R. (2004). Schools as learning communities: What is a professional learning community? Educational Leadership, 61(8), 6–11.
  • Durand, M. (2015). The OECD better life initiative: How’s life? And the measurement of well‐being. Review of Income and Wealth, 61(1), 4–17. doi:10.1111/roiw.12156
  • Felner, R. D., Favazza, A., Shim, M., Brand, S., Gu, K., & Noonan, N. (2001). Whole school improvement and restructuring as prevention and promotion: Lessons from STEP and the project on high performance learning communities. Journal of School Psychology, 39(2), 177–202. doi:10.1016/S0022-4405(01)00057-7
  • Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46(2), 213–233. doi:10.1016/j.jsp.2007.03.005
  • García-Jiménez, J., Torres-Gordillo, J. J., & Rodríguez-Santero, J. (2020). What is published in impact journals on school effectiveness? A systematic review of research results and methods. Pedagogika, 138(2), 5–24. doi:10.15823/p.2020.138.1
  • Goldspink, C., & Foster, M. (2008). School Reform–An exploratory case study of the impact of student centred learning in two primary schools. Inceptlabs Australia.
  • Goleman, D., & Senge, P. (2014). The triple focus: A new approach to education. Florence: More Than Sound.
  • Govorova, E., Benítez, I., & Muñiz, J. (2020). Predicting student well-being: Network analysis based on PISA 2018. International Journal of Environmental Research and Public Health, 17(11), 4014–4032. doi:10.3390/ijerph17114014
  • Gubbels, J., van der Put, C. E., & Assink, M. (2019). Risk factors for school absenteeism and dropout: A meta-analytic review. Journal of Youth and Adolescence, 48(9), 1637–1667. doi:10.1007/s10964-019-01072-5
  • Guetterman, T. C., Babchuk, W. A., Howell Smith, M. C., & Stevens, J. (2019). Contemporary approaches to mixed methods–grounded theory research: A field-based analysis. Journal of Mixed Methods Research, 13(2), 179–195. doi:10.1177/1558689817710877
  • Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95–110. doi:10.1080/13632431003663214
  • Harris, B. (2008). Befriending the two-headed monster: Personal, social and emotional development in schools in challenging times. British Journal of Guidance & Counselling, 36(4), 367–383.
  • Harris, T. (2015). Grounded theory. Nursing Standard, 29(35), 32–39. doi:10.7748/ns.29.35.32e9568
  • Harwood, V., & Allan, J. (2014). Psychopathology at school: Theorizing mental disorders in education. Abingdon, Oxfordshire: Routledge.
  • Hepplestone, S., Holden, G., Irwin, B., Parkin, H. J., & Thorpe, L. (2011). Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 19(2), 117–127. doi:10.3402/rlt.v19i2.10347
  • Hoare, E., Bott, D., & Robinson, J. (2017). Learn it, Live it, Teach it, Embed it: Implementing a whole school approach to foster positive mental health and wellbeing through Positive Education. International Journal of Wellbeing, 7(3), 367–383. https://doi.org/10.1080/03069880802364494
  • Hone, L., & Quinlan, D. (2019). Working towards wellbeing. Set: Student and staff wellbeing, 1, 50–53. https://doi.org/10.18296/set.0136
  • Hopkins, D., & Reynolds, D. (2001). The past, present and future of school improvement: Towards the third age. British Educational Research Journal, 27(4), 459–475. www.jstor.org/stable/1502029
  • Howell Smith, M. C., Babchuk, W. A., Stevens, J., Garrett, A. L., Wang, S. C., & Guetterman, T. C. (2020). Modeling the use of mixed methods-grounded theory: Developing scales for a new measurement model. Journal of Mixed Methods Research, 14(2), 184–206.
  • Ishimaru, A. (2013). From heroes to organizers: Principals and education organizing in urban school reform. Educational Administration Quarterly, 49(1), 3–51. doi:10.1177/0013161X12448250
  • Jaskiewicz, W., & Tulenko, K. (2012). Increasing community health worker productivity and effectiveness: A review of the influence of the work environment. Human Resources for Health, 10(1), 38–47. doi:10.1186/1478-4491-10-38
  • Keyes, C. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Behaviour Research, 43, 207–222. doi:10.2307/3090197
  • Koh, G., & Askell-Williams, H. (2021). Sustainable school-improvement in complex adaptive systems: A scoping review. Review of Education, 9(1), 281–314. doi:10.1002/rev3.3246
  • Kozina, A., & Štraus, M. (2017). Relationship between academic achievement as measured in the PISA study and wellbeing indicators: Preliminary findings. Solsko Polje, 28(5/6), 127–145.
  • Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. doi:10.1080/13632434.2019.1596077
  • Leithwood, K., & Seashore-Louis, K. (2011). Linking leadership to student learning. Hoboken: John Wiley & Sons.
  • Lester, L., & Cross, D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psychology of Well-being, 5(1), 1–15. doi:10.1186/s13612-015-0037-8
  • Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5(1), 69–78. doi:10.1186/1748-5908-5-69
  • Livingstone, K., & Doherty, C. (2020). A counter-narrative of curriculum enrichment in performative times. The Curriculum Journal, 31(4), 666–686. doi:10.1002/curj.32
  • Marques, S. C., Pais-Ribeiro, J. L., & Lopez, S. J. (2011). The role of positive psychology constructs in predicting mental health and academic achievement in children and adolescents: A two-year longitudinal study. Journal of Happiness Studies, 12(6), 1049–1062. doi:10.1007/s10902-010-9244-4
  • Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Masters, G. (2016). National school improvement tool. Melbourne: The Australian Council for Educational Research (ACER).
  • McLellan, R., & Steward, S. (2015). Measuring children and young people’s wellbeing in the school context. Cambridge Journal of Education, 45(3), 307–332. doi:10.1080/0305764X.2014.889659
  • McLeod, J., & Wright, K. (2016). What does wellbeing do? An approach to defamiliarize keywords in youth studies. Journal of Youth Studies, 19(6), 776–792. doi:10.1080/13676261.2015.1112887
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. (2009). The PRISMA Group: Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Med, 6(7), e1000097. doi:10.1371/journal.pmed1000097
  • Muijs, D., Chapman, C., Collins, A., & Armstrong, P. (2010). Maximum impact evaluation. The impact of teach first teachers in schools: An evaluation. Journal of Educational Research, 4(2), 29–64.
  • Munn, Z., Peters, M. D., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1), 1–7. doi:10.1186/s12874-018-0611-x
  • Owen, S. (2016). Professional learning communities: Building skills, reinvigorating the passion, and nurturing teacher wellbeing and “flourishing” within significantly innovative schooling contexts. Educational Review, 68(4), 403–419.
  • Pashiardis, P., Savvides, V., Lytra, E., & Angelidou, K. (2011). Successful school leadership in rural contexts: The case of Cyprus. Educational Management Administration & Leadership, 39(5), 536–553. doi:10.1177/1741143211408449
  • Patton, G. C., Glover, S., Bond, L., Butler, H., Godfrey, C., Pietro, G. D., & Bowes, G. (2000). The Gatehouse Project: A systematic approach to mental health promotion in secondary schools. The Australian and New Zealand Journal of Psychiatry, 34(4), 586–593.
  • Pham, M. T., Rajić, A., Greig, J. D., Sargeant, J. M., Papadopoulos, A., & McEwen, S. A. (2014). A scoping review of scoping reviews: Advancing the approach and enhancing the consistency. Research Synthesis Methods, 5(4), 371–385. doi:10.1002/jrsm.1123
  • Pollard, E. L., & Lee, P. D. (2003). Child well-being: A systematic review of the literature. Social Indicators Research, 61, 59–78. doi:10.1023/A:1021284215801
  • Powell, M. A., & Graham, A. (2017). Wellbeing in schools: Examining the policy–practice nexus. The Australian Educational Researcher, 44(2), 213–231. doi:10.1007/s13384-016-0222-7
  • Queensland Department of Education and Training. (2014). Strategic plan 2014-2018. QDET. http://deta.qld.gov.au/publications/strategic/pdf/dete-strategic-plan.pdf
  • Quinlan, D. M., & Hone, L. C. (2020). The educators’ guide to whole-school wellbeing: A practical guide to getting started, Best-practice process and effective implementation. Routledge.
  • Reid, A. (2020). Changing Australian education: How policy is taking us backwards and what can be done about it. Sydney, NSW: Routledge.
  • Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
  • Rumsby, R. (2007). Staff well-being: Negotiating new organizational realities in schools facing challenging circumstances. International Electronic Journal for Leadership in Learning, 11(17), 1–12.
  • Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, 40(6), 451–475. doi:10.1016/S0022-4405(02)
  • Sahlberg, P. (2016). The global educational reform movement and its impact on schooling. In K. Mundy, A. Green, B. Lingard, & A. Verger (Eds.), The handbook of global education policy (pp. 128–144). Chichester, UK: Wiley Blackwell. doi:10.1002/9781118468005.ch7
  • Santaniello, C. M., Lubniewski, K. L., Kamei, A., & Pompeo-Fargnoli, A. (2022). Impacts of the COVID-19 pandemic: The mental health crisis for children and adolescents. Case Reports and Research Practices in Medicine, 2(2), 45–53.
  • Seligman, M. E. (2012). Flourish: A visionary new understanding of happiness and well-being. New York, NY: Simon and Schuster.
  • Shoshani, A., & Eldor, L. (2016). The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being. International Journal of Educational Research, 79, 52–63. doi:10.1016/j.ijer.2016.06.007
  • Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15(6), 1289–1311. doi:10.1007/s10902-013-9476-1
  • Spratt, J. (2016). Childhood wellbeing: What role for education? British Educational Research Journal, 42(2), 223–239. doi:10.1002/berj.3211
  • Spratt, J., Shucksmith, J., Philip, K., & Watson, C. (2006). ‘Part of who we are as a school should include responsibility for well-being’: Links between the school environment, mental health and behaviour. Pastoral Care in Education, 24(3), 14–21.
  • Stevinson, C., & Lawlor, D. A. (2004). Searching multiple databases for systematic reviews: Added value or diminishing returns? Complementary Therapies in Medicine, 12(4), 228–232. doi:10.1016/j.ctim.2004.09.003
  • Strand, S. (2010). Do some schools narrow the gap? Differential school effectiveness by ethnicity, gender, poverty, and prior achievement. School Effectiveness and School Improvement, 21(3), 289–314. doi:10.1080/09243451003732651
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • 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. doi:10.1177/0907568216689450
  • Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K., Colquhoun, H., Kastner, M., Levac D., Ng C., Sharpe J.P., Wilson K., and Kenny M. (2016). A scoping review on the conduct and reporting of scoping reviews. BMC Medical Research Methodology, 16(1), 1–10. doi:10.1186/s12874-016-4
  • Van Gronigen, B. A., & Meyers, C. V. (2017). Topics and trends in short-cycle planning: Are principals leading school turnaround efforts identifying the right priorities? Planning & Changing, 48, 26–42.
  • Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912–100933. doi:10.1016/j.dr.2020.100912
  • Waters, L., & White, M. (2015). Case study of a school wellbeing initiative: Using appreciative inquiry to support positive change. International Journal of Wellbeing, 5(1), 19–32. doi:10.5502/ijw.v5i1.2
  • White, M. A. (2017). Welfare to wellbeing: Australian education’s greatest challenge. Australian Educational Leader, 39(1), 18–22.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.