A whole school approach to wellbeing in secondary schools : the perceptions of the senior leadership team

Abstract

The purpose of this study is to examine the views of the senior leadership team (SLT) in secondary schools on the role of the school, including the SLT, in promoting the wellbeing of the students as well as the staff. The study explores the existing strategies that school leaders are implementing in promoting students’ and staff’s wellbeing at secondary school level, and the key actions they can take to embed a whole school approach to wellbeing. The research methodology adopted is a qualitative one, making use of semi-structured interviews to examine the views of seven members of the SLT from two different secondary schools. Results show that the participants believed that a whole school approach to wellbeing should be part and parcel of the school’s mission and goals. They underlined various processes and initiatives at classroom and whole school levels which impacted their respective school community’s wellbeing. They believed that a whole school approach wellbeing is embedded in the school culture, curriculum, teaching and learning, assessment methods, classroom management, relationships and professional development. The SLT is an important pillar which provides the vision and the means to support the wellbeing needs of its stakeholders. They also placed great importance on the effective pedagogy and assessment used in the classrooms. The SLT stressed that building healthy and supportive relationships with educators and students is fundamental to wellbeing as well as working collaboratively with parents and different support services. Investment in continuing professional development of both school leaders and other school staff to promote a whole school approach to wellbeing, was another key recommendation by the participants. The study concludes with recommendations for practice and areas for further research in view of the study’s limitations.