Transforming low socioeconomic status schools to learning for well-being schools

Abstract

This article presents the initial finding about the complexity of dealing with a transformation of a low socioeconomic school into a learning for well-being school. The article looks at the problem through the lens of complexity theory to discuss the different components, subsystems and the different kind of changes that need to take place for the transformation process. The article concludes with some suggestions for developing a framework that may help practitioners and researchers when approaching this kind of complex change.