WHY focus on well-being?

Why should we focus on wellbeing?

This page provides you with six exhibits to explore. You could use them in a workshop with staff - each exhibit being explored by a group who then presents their findings back to the whole group - using the Jigsaw a document or book protocol

Introduction

"The deep purpose of education: well-being and learning. Well-being (is a) critical pre-condition for learning. Learners will not learn when they are uncomfortable or contribute when they are self-conscious. As we know, 'Emotion is the gatekeeper of motivation, cognition and attention.' Therefore, establishing an environment that focuses on well-being and belonging for all is job one for teachers. In short, well-being and quality learning are intimately related. " (Michael Fullan & Joanne Quinn, Education Reimagined, Microsoft Education)

“To enhance happiness and well-being, school systems need to value learners’ unique strengths and talents, recognizing that there are ‘multiple intelligences’ and that each of these has equal importance (Gardner, 1993). Indeed, as stipulated in Article 29 of the Convention on the Rights of the Child, education should ensure ‘the development of the child’s personality, talents and mental and physical abilities to their fullest potential’ (United Nations General Assembly, 1949).”UNESCO: Happy Schools: a framework for learner wellbeing in the Asia Pacific (2016:2)

“When we feel good, we function well.” (Prof. Lea Waters)

“The detrimental effects of high-stakes testing on children and youths’ well-being are well-documented. This is because when test scores and grades become the primary objectives of education, learners do not learn to learn, but merely study to pass tests. When tests are high-stakes, the grades serve to determine a young person’s value to society, thereby relegating the value of education to the measurement of test-performance, rather than appreciating the value of education as learning and well-being. As such, quality of learning suffers; teacher-centric, instruction-based, vertical styles of pedagogy dominate; and issues of mental ill-health, disaffection and disengagement are exacerbated. Indeed, globally, there has been an epidemic of mental ill-health and related disengagement and feelings of disempowerment among children and young people, especially those who are most vulnerable. For example, in the latest global OECD study, a quarter of all students were considered to have poor levels of school engagement.” (Developing Well-Being Focused Education Ecosystems: Towards One Earth, One Family, One Future IF20 Education Policy Brief p.6)

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