‘To Investigate the Impact of the Wellbeing Policy and Framewor k (2018-2023) on Primary School Practice in Ireland’

Abstract

‘To investigate the impact of the Wellbeing Policy Statement and Framework for Practice 2018-2023 on Primary Schools in Ireland’ The importance of wellbeing in primary education has become an ever -present component in current educational discourse. The new Wellbeing Policy Statement and Framework for Practice (2018-2023) is currently being implemented across schools in Ireland. The stated aim of this document is to promote and implement wellbeing education and practices in Irish primary schools and provides a framework to guide schools on this journey. This thesis sought to examine the attitudes and perspectives of primary school teachers and principals in relation to wellbeing. It explored wellbeing education in their schools and the impact of the Wellbeing Policy Statement and Framework for Practice 2018-2023 on their pedagogy and school policy. The researcher examined the literature surrounding wellbeing within the primary school setting and analysed the various wellbeing programmes in place in Irish primary schools. He explored a variety of themes such as the link between wellbeing and educational attainment and the concept of academic resilience and academic buoyancy. The Wellbeing Policy Statement and Framework for Practice 2018-2023 provides a roadmap for schools to follow as a way of promoting and implementing wellbeing. This was examined by the researcher and compared and contrasted with current literature. This thesis employed a mixed-method form of research, using quantitative and qualitative methods, online questionnaires for teachers, and six semi-structured interviews for principals. These were used to elicit qualitative and quantitative data to determine perspectives and attitudes towards wellbeing education in primary schools. Findings from this research indicated a need for a whole-school approach towards wellbeing in primary schools. The difficulty in defining the term ‘wellbeing’ was identified and the inherent link between wellbeing and educational attainment was explored. A need for the active promotion of wellbeing in schools was highlighted. Several factors affecting the implementation of wellbeing in primary schools were explored such as staff training and curriculum overload. The researcher examined the important roles that teachers played, while discussing the impact school culture can have in the successful delivery of wellbeing programmes in schools. The researcher provides some practical recommendations to address the issues raised and highlights that the Wellbeing Policy Statement and Framework for Practice 2018-2023 can be a roadmap for schools to promote and develop wellbeing in schools.