Defining Wellbeing in Irish Post-Primary Schools
Authors
Type
Book chapter
Journal Title
Book title
Ireland's Education Yearbook 2004
Publication Date
2024
Volume
Issue
Start page
175
End page
177
Publication Number of pages
Research Projects
Organizational Units
Journal Issue
Abstract
There is a lack of consensus in the literature on what
wellbeing is and how it should be defined (Burke, 2020).
Definitions are blurred and too broad to understand
(Forgeard et al., 2011). This can have adverse
consequences when perceptions of the term are not
addressed (Thorburn, 2018).
Though wellbeing is not a new concept, it has become
more important in the educational context in recent
times, evident in its inclusion on agendas of international
organisations such as the UN (1989), UNICEF (2016), and
WHO (2020). Nonetheless, teachers and school
management struggle to grasp its meaning (Doran et al.,
2023), which makes the implementation of a wellbeing
policy and framework in schools more difficult (Camfield
et al., 2009).
Keywords
Well-being, Post-primary school, wellbeing, Teacher wellbeing
Publisher
Education Matters