Abstract：
Increasingly, school districts are looking for insights on how to embed a well-being focus across school communities. Well-being in K-12 education is proven to support positive mental health, improve academic performance and contribute to positive outcomes for students and staff. How districts transition to deeply integrate well-being into existing priorities and practices is not well understood. Insights on such shifts can help inform widespread change in education. In 2020, six Canadian school districts participated in case study research to examine how and why districts were able to shift their culture to one that prioritizes well-being. Fifty-five school community members participated in individual semi-structured interviews to explore their perception of well-being in their school communities. Analysis identified six themes: well-being is wholistic and requires balance, student and staff well-being are interconnected, organizational leadership sustains implementation, connection and voice as a catalyst to well-being, building capacity to support well-being action, and charting and re-charting a course. Findings increase our understanding of system-level change, and provide insights to support well-being in education.
Well-being in K-12 education is proven to support positive mental health, improve academic performance and contribute to positive outcomes for students and staff. How school districts can deeply integrate well-being into existing priorities and practices is not well understood. Many districts are looking for insights on how to embed a well-being focus across school communities. These insights can help inform change in K-12 education. In 2020, six Canadian school districts participated in case study research to examine how and why districts were able to shift their culture to one that prioritizes well-being. Fifty-five participants from six districts took part in interviews on the topic of district well-being prioritization. Supporting documents were also reviewed. Qualitative analysis identified six common themes: well-being is wholistic and requires balance, student and staff well-being are interconnected, organizational leadership sustains implementation, connection and voice as a catalyst to well-being, building capacity to support well-being action, and charting and re-charting a course. Study findings increase our understanding of system-level change in K-12 education. Findings provide valuable ‘entry points’ for school and district leaders to consider when making well-being a priority in their own contexts.
Well-being in K-12 education is proven to support positive mental health, improve academic performance and contribute to positive outcomes for students and staff. How school districts can deeply integrate well-being into existing priorities and practices is not well understood. Many districts are looking for insights on how to embed a well-being focus across school communities. These insights can help inform change in K-12 education. In 2020, six Canadian school districts participated in case study research to examine how and why districts were able to shift their culture to one that prioritizes well-being. Fifty-five participants from six districts took part in interviews on the topic of district well-being prioritization. Supporting documents were also reviewed. Qualitative analysis identified six common themes: well-being is wholistic and requires balance, student and staff well-being are interconnected, organizational leadership sustains implementation, connection and voice as a catalyst to well-being, building capacity to support well-being action, and charting and re-charting a course. Study findings increase our understanding of system-level change in K-12 education. Findings provide valuable ‘entry points’ for school and district leaders to consider when making well-being a priority in their own contexts.
摘要：
越来越多,学区正在寻找有关如何在学校社区中嵌入福祉重点的见解。K-12教育中的幸福感被证明可以支持积极的心理健康，提高学业成绩，为学生和教职员工带来积极成果。地区如何过渡以将福祉深入纳入现有的优先事项和做法尚未得到很好的理解。对这种转变的见解可以帮助了解教育的广泛变化。2020年，加拿大六个学区参与了案例研究，以研究学区如何以及为什么能够将其文化转变为优先考虑福祉的文化。55名学校社区成员参加了个人半结构化访谈，以探索他们对学校社区幸福感的看法。分析确定了六个主题：幸福是整体的，需要平衡，学生和工作人员的福祉是相互联系的，组织领导维持实施，连接和声音作为幸福的催化剂，建设支持福祉行动的能力，绘制和重新绘制路线。研究结果增加了我们对系统级变化的理解，并提供支持教育福祉的见解。
K-12教育中的幸福感被证明可以支持积极的心理健康，提高学业成绩，为学生和教职员工带来积极成果。学区如何将福祉深入整合到现有的优先事项和实践中还没有得到很好的理解。许多地区正在寻找有关如何在学校社区中嵌入福祉重点的见解。这些见解有助于为K-12教育的变革提供信息。2020年，加拿大六个学区参与了案例研究，以研究学区如何以及为什么能够将其文化转变为优先考虑福祉的文化。来自六个地区的55名参与者参加了关于地区福祉优先次序的采访。还审查了证明文件。定性分析确定了六个共同主题：幸福是整体的，需要平衡，学生和工作人员的福祉是相互联系的，组织领导维持实施，连接和声音作为幸福的催化剂，建设支持福祉行动的能力，绘制和重新绘制路线。研究结果增加了我们对K-12教育系统层面变化的理解。研究结果为学校和地区领导人在将福祉作为自己的优先事项时考虑提供了宝贵的“切入点”。
K-12教育中的幸福感被证明可以支持积极的心理健康，
