Definitions of Wellbeing and Working Models

The notion of wellbeing is everywhere in education, policies, literature, legislation, training, and school improvement strategies are all increasingly focused on the health and happiness of pupils and staff alike. Yet, defining wellbeing is complex. Schools vary so much in context, ethos, and need that a ‘one-size-fits-all’ approach to wellbeing simply doesn’t work. For each individual school, I suggest that wellbeing should be defined to reflect its unique environment, to effectively guide practice, and, importantly, to ensure we all know what we’re aiming to achieve.

In my master’s dissertation, I explored the sources of teaching practitioners’ definitions of wellbeing and found they were in part influenced by official policy, legislation, or their own experiences. Findings revealed that many professionals drew on personal insights including, faith, childhood, and individual values, far more than external definitions. Wellbeing, it seems, is deeply personal. As a result, teacher agency is crucial in framing what wellbeing means within each school. Educators must feel a sense of ownership over the concept to genuinely support it within their classrooms. Nevertheless, if we want centralised processes that support pupil wellbeing, we need a guiding framework to provide consistency in outcomes.

Wellbeing Definitions A Contextual Challenge

The complexity of wellbeing is evident in its many interpretations. In broader legislation, we often see a focus on subjective or eudaimonic wellbeing, concepts that place emphasis on a person’s sense of fulfilment and growth. Here are some prominent definitions from research and philosophy that illustrate this diversity:

• Carl Rogers (1961) described wellbeing as a pathway to a “good life,” where each person aims to become a “fully functioning” individual, open to experiences and trusting in themselves.
• Bradburn (1969) considered wellbeing to be based on an excess of positive over negative emotions.
• Diener and Suh (1998) framed it as a mix of life satisfaction and positive and negative moods.
• Dodge et al. (2012), in a metaphor of balance, described stable wellbeing as having sufficient psychological, social, and physical resources to meet life’s challenges.

These varied interpretations are insightful but reveal how wellbeing often lacks a concrete, actionable framework in practice. Without a clear understanding of what we mean by wellbeing, we risk searching aimlessly, much like contestants on the BBC’s The Apprentice, struggling to locate a ‘rigger jigger’ with little information to go on!

The Wellbeing Balance Challenges and Resources

To bring wellbeing into focus within schools, I’ve developed a framework using a simple see-saw diagram. In this model, wellbeing sits at the balancing point where resources align with challenges. Wellbeing lies in the ‘sweet spot’ where productivity, happiness, and fulfilment can thrive, even amid the external pressures pupils face. It is essential to recognise that teachers cannot and should not be expected to remove every challenge. Otherwise, we risk impacting staff wellbeing and creating environments where growth is limited or becomes much harder for everyone. Instead, we can acknowledge that wellbeing is achievable despite these obstacles by implementing effective strategies already present within the school system to support and offset these challenges and barriers. With a toolkit of resources including, emotional support, strategies for self-regulation, peer connections, a young person’s wellbeing can be bolstered to handle academic and personal challenges more effectively.

For example, while we cannot remove the challenges a pupil with dyslexia faces, we can support their experience by employing strategies that benefit both them and all learners. Identifying your “automatic doors” within the classroom is a powerful way to enhance wellbeing. Just as automatic doors at a supermarket benefit everyone, they are especially invaluable for those who need them most; these strategies uplift all pupils.

Similarly, while we cannot undo the profound challenges of grief for a bereaved young person, we can provide them with meaningful connections through existing house systems and co-curricular activities. By fostering a sense of belonging within the school community, we support their emotional recovery without creating additional workloads for teachers and staff.

By taking actions like these, we create an environment where wellbeing can thrive despite unavoidable challenges.  

Defining wellbeing at a school level means identifying what resources need to be available to ensure pupils can meet challenges healthily. It means creating a space where both pupils and teachers have their definitions of wellbeing valued, integrated, and supported within the school’s structure. With a localised understanding of wellbeing, each school can work towards an environment where wellbeing is not only a goal but an achievable reality for everyone.

As teachers, we each bring a unique perspective to what wellbeing means within our schools. I encourage you to reflect on the specific strengths and challenges of your own school setting and consider how you might define wellbeing to best serve your pupils and staff. Are there resources already in place that can be leveraged, or gaps that need addressing? Take some time to think about what wellbeing means to you personally and how that could shape your approach in your current role.

The foundation of school wellbeing lies excellent teaching and learning. A good education has the power to change lives and support lifelong wellbeing. Equally, positive wellbeing contributes to academic success; the two go hand in hand. Focusing on wellbeing does not mean merely “hugging it out” or employing ineffective mindfulness strategies in place of tangible actions that support pupils. Instead, it involves helping our young people make the most of their time at school, building connections, and developing a toolkit of strategies to grow, progress, connect, and learn.