Date of Award
2024
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Education
First Supervisor
Dr Mandie Shean
Second Supervisor
Associate Professor Gill Kirk
Abstract
The aim of this research was to identify students’ perceptions of school-based well-being and effective components of well-being programs they have participated in during their time in secondary school. With research indicating that one in four adolescents grapple with mental health disorders impacting their academic performance, schools are increasingly adopting holistic educational approaches. This shift has spurred the development of well-being programs within the school setting, which serves as a primary access point for adolescents and thus an ideal environment for such initiatives. Despite this, substantial evidence on the impact of these programs on adolescents remains limited.
Utilising a social constructivist framework, this study employs a mixed-methods approach, gathering quantitative data through a bespoke self-report survey and qualitative data via individual interviews and a focus group with students from three independent co-educational schools in Western Australia. The study places student perceptions at the forefront, revealing that while students acknowledge the importance of connections, mental stability, coping capacity, and uniqueness for well-being, they also express scepticism regarding the effectiveness of current well-being programs. Moreover, they suggest that well-being should not be taught by classroom teachers. The findings reveal a critical demand for well-being programs that resonate with and are embraced by students. The research contributes to educational theory, policy, and practice, with clear implications for policy, particularly in incorporating student voice and necessitating future longitudinal studies. It also confronts the prevailing trend of adopting non-evidence-based well-being programs, often propelled by marketing rather than empirical evidence, calling into question their capacity to genuinely support student well-being in the long term.
DOI
10.25958/q8wg-s298
Access Note
Access to this thesis is embargoed until 6 June 2026
Recommended Citation
Madden, A. J. (2024). What does well-being mean to me? Students’ perceptions of well-being and well-being programs. Edith Cowan University. https://doi.org/10.25958/q8wg-s298
Included in
Educational Assessment, Evaluation, and Research Commons, Mental and Social Health Commons