Wellbeing in schools: what role does recognition play? Phase 3: Quantitative data collection

Anne Graham at the Centre for Children and Young People (CCYP), was awarded the 3 year ARC Linkage in 2012 titled ‘Wellbeing in Schools: What role does recognition play?’ The CCYP partnered with the Catholic Schools Office, Lismore, Good Grief Ltd and the University of Central Lancashire. The aim of the research was to generate new knowledge about ‘wellbeing’ in schools that would result in improved outcomes for children and young people. | Since data collection during 2012-2013 the project has produced systematic policy and practice-relevant evidence to advance the way children’s social and emotional ‘wellbeing’ is understood and approached in schools. The research has been used by school systems to develop policy and implementation frameworks to support wellbeing in schools. | Professional development activities were undertaken during 2015-2017 to further engage school systems with the key research findings. The positive response and uptake of key learnings reflect the value of engaging research partners in the entire research process - turning research findings into knowledge, improving policy and providing practical and tangible outputs for school communities. | Data Processing: The data collected in Phase 3: Quantitative data collection were cleaned and analysed using IBM-SPSS quantitative analysis software. The findings from Phase 3: Quantitative data collection provide extensive insight not only into how wellbeing is conceptualised by staff and students but also the key role that a range of relationships play both in relation to wellbeing and in creating the conditions for recognition to occur. | The quantitative data gathered has been de-identified and stored as an excel file and in Qualtrics. Tools used for the professional development workshops can be found at http://ccyp.scu.edu.au/index.php/123 The data at the level of online survey answers is confidential, and not able to be shared.