Resolving conceptual and practical gaps in current child well-being models through the holistic well-being model for children

Abstract

Despite the vast landscape of well-being research, children remain understudied, with existing theories primarily designed for adults. This article aims to critically review established well-being models and introduce a child-focused framework addressing current research gaps. The study emphasizes the need for age-appropriate measures and culturally inclusive methodologies to capture children’s unique experiences and developmental stages. The research synthesizes key concepts from hedonic and eudaimonic traditions, Ryff’s psychological well-being, and Seligman’s PERMA model, juxtaposed with Bronfenbrenner’s ecological systems theory. Systematic analysis of theoretical gaps reveals significant omissions, such as the neglect of ethical and wonder dimensions and the underrepresentation of children’s own voices. Through a mixed-methods synthesis, we identify 14 dimensions essential to a holistic understanding of child well-being, from physical health to educational engagement. This culminates in the Holistic Well-being Model for Children (HWMC), which uniquely integrates underexplored facets like ethical curiosity and environmental contexts. The HWMC offers a transformative lens for researchers, educators, and policymakers, ensuring that interventions resonate with children’s realities. By addressing these critical gaps, this study redefines well-being as a multidimensional construct tailored for children, paving the way for innovative research and practices that foster thriving from childhood onwards.