A qualitative exploration of post-primary educators’ attitudes regarding the promotion of student wellbeing

Abstract

Purpose: The success of measures aimed at promoting student health and wellbeing is greatly informed by the attitudes and perceptions of the educators assigned to implement these measures. The aim of this study was to examine the attitudes of post-primary educators in Ireland regarding the promotion of student wellbeing. Method: Semi-structured interviews (n = 11) were conducted with post-primary educators located across the Republic of Ireland. Data was analysed using reflexive thematic analysis. Results: Analysis resulted in the interpretation of five themes related to best practice, the value of wellbeing promotion, work-related time constraints, an atheoretical approach to wellbeing promotion and educators’ accounts of their own wellbeing. Participants shared numerous concerns regarding their ability to attend to student wellbeing, principal among which were a lack of appropriate training, work-related time constraints and a potential systematic de-valuing of the wellbeing curriculum relative to the core curriculum. Conclusion: It is recommended that appropriate accreditation be necessary in order to register to teach any aspect of the wellbeing curriculum, and that a requisite wellbeing-orientated knowledge and skillset be mandatory for all educators in order to register as a post-primary teacher with the teaching council in Ireland.