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Implementing a School/Community Partnership

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Well-Being, Positive Peer Relations and Bullying in School Settings

Part of the book series: Positive Education ((POED))

Abstract

In this chapter we consider schools as ‘settings’ for the implementation of well-being programs. The science of how interventions are taken from the ‘laboratory’ and implemented in the busy world of the school and classroom will be critically examined. A model for the successful implementation of well-being programs developed by the authors will be outlined. Two examples of school-community interventions will be outlined to highlight the barriers and facilitators to implementing such interventions.

Coming together is a beginning; keeping together is progress; working together is success.

—Henry Ford.

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Abbreviations

Settings:

Channels and mechanisms of influence for reaching defined populations.

Health:

A state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

Social determinants of health:

Where health inequalities, social isolation and exclusion are understood as social injustices, rather than as products of individual dysfunction or deficit.

Quality assurance:

Refers to the extent to which a consumer (e.g. child, teacher, parent) can have confidence that the program/framework they are undertaking will have the effect it claims it will have.

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Authors and Affiliations

  1. The School of Education, The Flinders University, Adelaide, SA, Australia

    Phillip T. Slee & Grace Skrzypiec

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  1. Phillip T. Slee
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  2. Grace Skrzypiec
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Correspondence to Phillip T. Slee .

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Slee, P.T., Skrzypiec, G. (2016). Implementing a School/Community Partnership. In: Well-Being, Positive Peer Relations and Bullying in School Settings. Positive Education. Springer, Cham. https://doi.org/10.1007/978-3-319-43039-3_9

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