Wellness. Theory

In the 21st century, international organisations (such as the OECD and United Nations) began measuring children’s wellbeing alongside their academic outcomes in transnational research (OECD, 2019; UNICEF, 2007). Most well-known is the Programme for International Student Assessment (PISA), which introduced the measurement of children’s wellbeing alongside their academic outcomes in 2015. The OECD now uses a multidimensional measure of learner wellbeing consisting of four sub-constructs: cognitive, social, physical and psychological wellbeing.

What is the theory behind learner wellbeing?

Maslow’s theory has important implications for education as research suggests a significant association between learners whose lower-order needs are successfully met and their ability to achieve academically (Noltemeyer et al., 2012).

Self-Determination Theory (SDT; Deci & Ryan, 2000) is a modern theory of eudaimonic wellbeing with direct educational applicability. SDT suggests that individuals have three core psychological needs that, when fulfilled, result in high wellbeing:

The fulfilment of these needs is important for healthy child development, wellbeing and academic achievement (Boncquet et al., 2020).

High learner wellbeing is also positively linked to other important academic characteristics including:

self-confidence
growth mindset;
holding mastery approach goals.

(King, 2017)

Sources: Cambridge Assessment International Education

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