[en] Human wellbeing is highly interconnected with the wellbeing (and survival) of the whole Earth’s ecosystem. Schools are important places in which people learn how to enhance both present and future wellbeing. To date, however, there are no school wellbeing frameworks that holistically consider the psychosocial and physical wellbeing of the entire school community and extend the concept of wellbeing beyond human boundaries. This paper focuses on the need to increase our understanding of what holistic wellbeing in schools means from a broad perspective, including not only various aspects of human wellbeing but also non-human aspects of wellbeing into a single conceptual framework. The framework was developed based on a narrative literature review consisting of 107 articles. The profound joy and happiness of both teachers and learners form the foundation of our conceptualisation of wellbeing. In addition to these core concepts, and based on the earlier conceptualisations of holistic wellbeing, our framework includes physical, psychological, social, creative and socioeconomic dimensions of wellbeing. Finally, all these wellbeing dimensions are highly dependent on planetary wellbeing. The framework is designed to serve as a basis for developing pre- and in-service teacher training programmes and to support school leaders and educational policymakers in their efforts to promote holistic wellbeing at schools.
Disciplines :
Education & instruction
Author, co-author :
Mäkelä, Tiina; University of Jyväskylä, Finland
Sinnemäki, Jukka; Department of STEM Education, Linz School of Education, Johannes Kepler Universität Linz, Austria
Kankaanranta, Marja; University of Jyväskylä, Finland
Fenyvesi, Kristóf; University of Jyväskylä, Finland
MEYERS, Christian ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning
KREIS, Yves ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning
External co-authors :
yes
Language :
English
Title :
Towards a Framework for Conceptualising Holistic Wellbeing in Schools
Publication date :
25 May 2025
Journal title :
International Journal of Wellbeing
eISSN :
1179-8602
Publisher :
International Journal of Wellbeing, New Zealand
Volume :
15
Issue :
2
Pages :
1-21
Peer reviewed :
Peer Reviewed verified by ORBi
Focus Area :
Educational Sciences
Name of the research project :
Joyful Schools – Joyful Schools: active learning strategies for health, well-being and growth mindset
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