Prioritizing well-being in K-12 education: lessons from a multiple case study of Canadian school districts.
Health Promot Int
; 38(2)2023 Apr 01.
Article
in En
| MEDLINE
| ID: mdl-36857609
Well-being in K-12 education is proven to support positive mental health, improve academic performance and contribute to positive outcomes for students and staff. How school districts can deeply integrate well-being into existing priorities and practices is not well understood. Many districts are looking for insights on how to embed a well-being focus across school communities. These insights can help inform change in K-12 education. In 2020, six Canadian school districts participated in case study research to examine how and why districts were able to shift their culture to one that prioritizes well-being. Fifty-five participants from six districts took part in interviews on the topic of district well-being prioritization. Supporting documents were also reviewed. Qualitative analysis identified six common themes: well-being is wholistic and requires balance, student and staff well-being are interconnected, organizational leadership sustains implementation, connection and voice as a catalyst to well-being, building capacity to support well-being action, and charting and re-charting a course. Study findings increase our understanding of system-level change in K-12 education. Findings provide valuable 'entry points' for school and district leaders to consider when making well-being a priority in their own contexts.
Key words
Full text:
1
Collection:
01-internacional
Database:
MEDLINE
Main subject:
Schools
/
Students
Type of study:
Prognostic_studies
/
Qualitative_research
Limits:
Humans
Country/Region as subject:
America do norte
Language:
En
Journal:
Health Promot Int
Journal subject:
SAUDE PUBLICA
Year:
2023
Document type:
Article
Affiliation country:
Canada
Country of publication:
United kingdom