Supporting wellbeing in school

Abstract

Resilience research suggests that supportive school environments can positively impact on the ecological systems within which children and young people develop, with a particular focus on their wellbeing. Taking this idea to a broader, systemic perspective, literature also suggests for children and young people to enhance feelings of wellbeing, it is extremely important that staff working within our schools are supported in meeting their own basic needs. Self Determination Theory (SDT) emphasises the importance of satisfying three basic psychological needs for life long psychological growth and wellbeing: Autonomy, Relatedness and Competence. The ideas presented within these three papers are relevant in today’s society where the level of wellbeing experienced by individuals can impact on staff attrition rates within our schools, as well as academic success and positive life opportunities for children and young people. Chapter 1 – The Systematic Review focuses on the impact of non-parental mentors used within schools in building resilience and enhancing feelings of wellbeing for children and young people. A quantitative approach was taken to synthesise the findings from six papers. The papers suggest those who demonstrated greater gains in terms of their resilience related outcomes had positively connected relationships with their mentors. However, outcome measures used within these papers varied greatly. Chapter 2 – The Bridging Document describes the journey from the systematic review to the empirical research. My ontological and epistemological positions are considered in relation to how they shaped my methodology and chosen methods. The importance of ethical practice, including being a reflexive practitioner is also described within this chapter. Chapter 3 – The Empirical Research follows on from the systematic review which highlighted a gap in applying one theoretical perspective to an understanding of wellbeing within schools. It indicated the wellbeing of children and young people can be influenced by the wellbeing of those who care for them. Five participants from two schools, took part in reflective discussions with a partner, over a six week period, before in depth reflective interviews were conducted. A theory driven analysis was applied to identify how the psychological needs suggested within SDT might be met through reflective discussion with a relatively close and connected partner; their associated feelings of wellbeing were also explored. Findings suggest that reflective discussions with a focus on the exploration of psychological needs, detailed within SDT, can support positive feelings of wellbeing among school staff. Implications for how this might be used in school, in addition to the role for Educational Psychology are explored. As this was conducted on a small scale, it highlighted the importance of conducting similar research with a wider range of staff in schools to allow generalisations to be made.