A case study harnessing children’s insight and skills to develop a whole-school approach to wellbeing in a primary school

Aynsworth, Suzanne (2022). A case study harnessing children’s insight and skills to develop a whole-school approach to wellbeing in a primary school. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Research suggests that children’s wellbeing in the UK is decreasing. Schools have an essential role in supporting children’s wellbeing, with whole-school approaches considered important in achieving this. However, given the subjectivity and complexity in wellbeing, it is essential to develop our understanding of what wellbeing comprises from the perspectives of children.
Adopting a participatory action research approach, this case study in one primary school, firstly aimed to explore (i) children’s perceptions of wellbeing, and secondly (ii) their suggestions for how wellbeing could be maintained and improved in their school. Thirdly, (iii) it aimed to develop an action plan to enhance wellbeing in the school based on the children’s views, and (iv) fourthly, elicited the children’s post-hoc reflections on this process and the value of the outcomes achieved. An appreciative inquiry (AI) framework using focus groups with eight children was adopted to facilitate child participation. A steering group of three staff members supported the implementation of the children’s action plan.
Analysis highlighted core themes in the children’s construction of wellbeing, but also variation in their individual priorities. Through collaboration, the children devised an innovative action plan which was harnessed to contribute to whole-school changes to support pupil wellbeing.
This research contributes to the limited literature in child-led whole-school approaches to wellbeing and of research adopting AI with primary school-aged children. Wellbeing was understood as a multi-dimensional, dynamic concept associated with core themes related to personal, social and environmental factors. Reflections on the study suggested that AI affords a powerful and effective framework to use with children and to support whole-school change.
Implications for educational psychology practice are outlined, emphasising the importance of eliciting and using children’s voice, and of adopting AI principles.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):