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Wellbeing in Educational Contexts

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Susan Carter

Cecily Andersen

Pub Date:

Publisher: University of Southern Queensland

Language: English

Conditions of Use

Attribution-NonCommercial
CC BY-NC

Table of Contents

  • 1. Connecting And Activating Prior Knowledge
  • 2. Theoretical Conceptualisations of Wellbeing
  • 3. Policy, Frameworks and Legislation Informing a Focus on Wellbeing
  • 4. Contemporary Perspectives on the Impactors and Enablers to Wellbeing
  • 5. Pragmatic Applications of Embedding an Education Wide Focus on Wellbeing
  • 6. Ecological and Contextual Analysis of Wellbeing: in your context
  • 7. Conclusion

About the Contributors

Authors

Susan Carter is both an educational leader and an academic. She has been an educator in schools for over 25 years in a variety of
roles: teacher; teaching principal; deputy principal; principal of a P-10 school; and as a principal of a large rural school. She has
studied, education and two Master of Education degrees: one in special education, and the other in education theology. Her PhD
research was in the area of how school Principals maintain their Subjective Well-Being. Her current research interests include:
subjective well-being (SWB) in educational contexts; inclusion; social justice and school leadership.

Cecily Andersen is an experienced educational leader. She has been an educator for over 40 years across a variety of roles:
teaching, school leadership and district and regional educational leadership, within primary, secondary, inclusive education and
Indigenous community settings across remote, rural and regional areas. Cecily Andersen’s research interests include social justice,
wellbeing, leadership in complex contexts, and how school leaders use coaching and mentoring to build capacity in others.