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5.1 PSYCHOLOGY, Social sciences
Research has demonstrated that initiatives aimed at promoting the development of social and emotional wellbeing in second-level students can help to insulate students against the many factors that may otherwise result in negative affect .
In 2017, the National Council for Curriculum and Assessment (NCCA) published new wellbeing guidelines which mandate all Irish post-primary schools to allocate 300 hours of junior-cycle instruction to the promotion of students’ social and emotional wellbeing. While much is understood about the potential benefits of such programmes , little is known within an Irish context about the attitudes and views of educators in this regard.
The purpose of this study is to address this gap in knowledge by analysing the attitudes/opinions of post-primary educators with regard to how best to promote students’ wellbeing.
This research will be conducted in two phases using a sequential mixed-methods design. Phase one will be quantitative in nature and will consist of a large-scale survey of second level educators. Phase two will consist of a series of focus groups and interviews.
The information garnered from this study may be utilised to assist in possible refinements of the NCCA wellbeing guidelines and the greater wellbeing curriculum.
 Duckworth, A. L., & Seligman, M. E. (2005). Self- Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science, 16(12), 939-944. doi:10.1111/j.1467- 9280.2005.01641.x
 Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review, 23(4), 457-477. doi:10.1007/s10648-011-9170-y
Byrne, D., Carthy, A. & McGilloway, S. (2018) Student Wellbeing at Junior-Cycle Level: Teachers’ Perceptions of Relevant Policies and Curricula, Ireland International Conference on Education 2018.