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Student Wellbeing at School: The Actualization of Values in Education

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International Research Handbook on Values Education and Student Wellbeing

Abstract

This chapter focuses on the necessity of providing those conditions under which student cognitive, affective, social, moral, ethical and spiritual potential can develop and flourish. It recounts recent educational research pointing to the influence of schools on student wellbeing and its relationship with academic achievement, particularly in relation to providing for the affective, cognitive and social developmental needs of students. It argues that the values embedded within the learning context play a vital role in determining the quality of the educational experience. It also speculates that taking values to the heart of the educational endeavour begins with valuing students and orchestrating those conditions wherein students can develop agency across personal, social, academic, spiritual and moral domains.

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  1. The University of Newcastle, Newcastle, NSW, Australia

    Neville Clement

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  1. Neville Clement
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  1. Newcastle University, University Drive, Callaghan, 2308, Australia

    Terence Lovat

  2. Newcastle University, University Drive, Callaghan, 2308, Australia

    Ron Toomey

  3. Newcastle University, University Drive, Callaghan, 2308, Australia

    Neville Clement

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Clement, N. (2010). Student Wellbeing at School: The Actualization of Values in Education. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_3

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