Originally there appeared two specific schools of thought where wellbeing was seen either as hedonic or eudemonic.įrom a hedonic view, focusing on happiness can be seen as the totality of pleasurable moments.
The seeking of a definition for wellbeing is a complex pursuit, as increasingly it is utilised in conversations, on the community and global media, and within the literature, in many different ways, with wellbeing seemingly taking shape as a chameleon (Carter, 2016). This Chapter will explore the following questions: What does the concept of wellbeing mean? Does the term wellbeing have the same meaning for all individuals and groups within a school? Does the concept of wellbeing hold constant across time and events despite the diversity of experiences, culture, beliefs and values evident within educational contexts? What foundational approaches and models inform wellbeing educational initiatives? And what is the role of education in the wellbeing of student and staff? In exploring the above questions, the theoretical concept of wellbeing will be explored by examining definitions of wellbeing, wellness and mental health investigating theoretical conceptualisations of wellbeing and by exploring subjective wellbeing as an approach to fostering wellbeing an examining the place of wellbeing in educational contexts. Increasing attention is focussed on both student and staff mental and emotional wellbeing initiatives and polices, in order to equip individuals with the social and emotional skills, knowledge and the disposition required to operate and contribute productively within both an educational setting and the broader societal context. Wellbeing is now a concept at the core of many educational policy agendas and practices. The challenge is for educational contexts to clearly define wellbeing and select or develop a model of the concept before trying to implement wellbeing programs.įigure 2.1 Photograph by Daniel Minárik on unsplash.