What are the factors associated with teacher and pupil wellbeing, and what interventions and approaches are effective in supporting and promoting wellbeing of all in schools and colleges?
Background
This publication sets out areas where DfE is interested in more research and new evidence2. Given the broad policy agenda of the department it is not practical to provide an exhaustive list of research questions of interest. Instead this is a targeted list of areas which are both key departmental priorities and where we feel the research community is currently well placed to add to our evidence base. In terms of approaches to answer the questions, we are interested in both primary qualitative and quantitative research, secondary data analysis, and literature reviews/synthesis of existing evidence. For all questions we are interested in international perspectives and what has worked, or not, in other countries. For all our questions we are interested in how results differ for relevant sub-groups such as Free School Meal pupils, Pupil Premium pupils, Special Educational Needs and Disability (SEND) pupils, Black and Minority Ethnic pupils, and gender.
Next steps
Get in touch with [email protected]
Source
This question was published as part of the set of ARIs in this document:
Related UKRI funded projects
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School Readiness: Connecting Viewpoints on Child and Family Well-being and Identifying Commonalities Across Diverse Groups
Children's success in the early school years hinges on both cognitive (e.g., mental flexibility, over-riding impulses, holding information in mind) and social (e.g., understanding others' thoughts and feelings) aspects o...
Funded by: ESRC
Lead research organisation: University of Cambridge
Why might this be relevant?
The project aims to investigate links between children's wellbeing and success in the first years of primary school, which is directly relevant to the question.
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Education policy and students' happiness and mental health from a comparative perspective
The finding that beyond a certain level increases in GDP do not translate into greater happiness (Easterlin 1974, Layard 2006) has triggered a growing academic and policy interest in SWB over the last four decades (Diene...
Funded by: ESRC
Lead research organisation: University of Cambridge
Why might this be relevant?
The project focuses on the association between education policy and students' wellbeing, which partially addresses the question.
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Decentring the 'resilient teacher': exploring interactions between individuals and their social ecologies
There is currently a teacher retention crisis in the UK and beyond. One in five teachers in the UK plan to leave teaching within the next five years and a third of teachers report experiencing a mental health issue. Worr...
Funded by: ESRC
Lead research organisation: Manchester Metropolitan University
Why might this be relevant?
The project focuses on exploring interactions between individuals and their social ecologies to promote teacher resilience, which directly relates to teacher wellbeing and interventions in schools.