The Nexus of Holistic Wellbeing and School Education: A Literature-Informed Theoretical Framework

Abstract

The concept of wellbeing in education is complex and multifaceted, with inconsistent definitions, philosophical conceptualizations, and research approaches. This paper proposes a theoretical framework for understanding and promoting comprehensive wellbeing in school education, drawing insights from global in general and the Norwegian context in particular. The paper begins by reviewing the literature on wellbeing and wellbeing in educational policies to identify common threads in contemporary understandings and approaches to wellbeing, highlighting important issues in its conceptualization. The analysis shows the need for a holistic understanding of wellbeing, encompassing its multiple dimensions, which should be introduced and advocated in schools. The paper contributes to a more comprehensive and holistic concept of wellbeing that should be an integral part of school education. The discourse highlights the emergence of an alternative, commonly agreed theoretical framework for holistic wellbeing, drawing together different dimensions of wellbeing and interconnectedness and focusing on students’ strengths. The paper concludes by discussing the implications of the framework for future research and practice. The framework offers a comprehensive and integrative approach to understanding and promoting wellbeing in school education, which can guide the development of interventions and policies that address the multiple factors influencing students’ wellbeing. The framework also highlights the need for interdisciplinary collaboration and a systems approach to wellbeing in education, which can promote a holistic and sustainable approach to education that benefits both students and society.