The paper explores the multifaceted concept of student well-being and its importance within the educational framework. It discusses how holistic approaches to student well-being can be implemented in schools to foster a conducive learning environment. By integrating academic, social, emotional, and physical well-being into the curriculum, schools can effectively address the diverse needs of students. The abstract highlights various strategies such as mindfulness, positive school climate, and comprehensive health programs that contribute to the overall well-being of students. It also examines the challenges faced by educational institutions in implementing these approaches and suggests potential solutions. The paper concludes by emphasizing the long-term benefits of holistic well-being approaches in enhancing student achievement, engagement, and overall life satisfaction.
Jackson, O. (2021). Holistic Approaches to Student Well-being in Schools. Perspectives in Innovative Education, 3(2), 24. doi:10.69610/j.pie.20211121
ACS Style
Jackson, O. Holistic Approaches to Student Well-being in Schools. Perspectives in Innovative Education, 2021, 3, 24. doi:10.69610/j.pie.20211121
AMA Style
Jackson O. Holistic Approaches to Student Well-being in Schools. Perspectives in Innovative Education; 2021, 3(2):24. doi:10.69610/j.pie.20211121
Chicago/Turabian Style
Jackson, Olivia 2021. "Holistic Approaches to Student Well-being in Schools" Perspectives in Innovative Education 3, no.2:24. doi:10.69610/j.pie.20211121
Share and Cite
ACS Style
Jackson, O. Holistic Approaches to Student Well-being in Schools. Perspectives in Innovative Education, 2021, 3, 24. doi:10.69610/j.pie.20211121
AMA Style
Jackson O. Holistic Approaches to Student Well-being in Schools. Perspectives in Innovative Education; 2021, 3(2):24. doi:10.69610/j.pie.20211121
Chicago/Turabian Style
Jackson, Olivia 2021. "Holistic Approaches to Student Well-being in Schools" Perspectives in Innovative Education 3, no.2:24. doi:10.69610/j.pie.20211121
APA style
Jackson, O. (2021). Holistic Approaches to Student Well-being in Schools. Perspectives in Innovative Education, 3(2), 24. doi:10.69610/j.pie.20211121
Article Metrics
Article Access Statistics
References
Jha, A. P., & Krompinger, J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109-119.
Dinkelman, K., & Sacker, A. (2003). Teacher-student relationships in the classroom: The role of social context. Journal of Research in Personality, 37(6), 472-492.
Kelder, S. H., Taylor, W. C., & Iannotti, R. J. (2006). School-based health promotion programs: What works? American Journal of Public Health, 96(4), 671-679.
Burbules, N. C., & Callister, T. A. (2000). Watch IT: The risks and promises of information technologies for education. Westview Press.
Asher, S. R., & Hymel, S. (1999). Bullies, victims, and bystanders: Current issues in the psychology of peer relationships. Mahwah, NJ: Lawrence Erlbaum Associates.
Pate, R. R., O'Neill, J. R., & Fox, K. A. (1996). A behavioral weight control program for schoolchildren. Journal of the American Medical Association, 276(7), 569-574.
-linux, B., & Johnson, D. G. (2004). Collaborative leadership in schools: Transforming schools through shared leadership. Corwin Press.
Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109-119.
Asher, S. R., Hymel, S., & Renshaw, K. D. (1999). The school environment and adjustment. In S. R. Asher & J. D. Coie (Eds.), Developmental peer relationships (pp. 313-336). Cambridge University Press.
