Journal article
Exploring the associations between student participation, wellbeing and recognition at school
Cambridge Journal of Education, Vol.52(4), pp.453-472
07/2022
Appears in Recent Faculty of Education Publications
Metrics
66 Record Views
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites
Abstract
Children's right to participate, at least in rhetoric, is well recognised, but what this means and the associated benefits in schools are less clear. This article synthesises findings of a large mixed-methods Australian study comprising policy analysis, qualitative interviews with students, teachers and policymakers, and the development of a Student Participation Scale, which was then used in a student survey to explore associations between participation and wellbeing. The study found that particular elements of participation (choice, influence and working together - but not 'voice') were strongly associated with greater wellbeing, both as a direct link and one mediated by intersubjective 'recognition' (relationships founded on reciprocal respect, valuing and care of others). The findings have considerable implications for both policy and practice in clarifying how participation is understood, practised and progressed in different 'spaces' in schools, as well as identifying the cultural conditions necessary for simultaneously fostering both participation and wellbeing.
Details
- Title
- Exploring the associations between student participation, wellbeing and recognition at school
- Creators
- Anne Graham AO - Southern Cross UniversityDonnah Anderson - Charles Sturt UniversityJulia Truscott - Southern Cross UniversityCatharine Simmons - Southern Cross University, Centre for Children and Young PeopleNigel Patrick Thomas - University of Central LancashireJudy Cashmore - University of SydneySharon Bessell - Children's Policy Centre/Crawford School of Public Policy, Australian National University
- Publication Details
- Cambridge Journal of Education, Vol.52(4), pp.453-472
- Publisher
- Routledge
- Grant note
- This study was supported by an Australian Research Council Linkage grant [No. LP140100540] and the following ‘Linkage’ partners: Catholic Schools Office, Lismore; NSW Department of Education; and the NSW Advocate for Children and Young People.
- Identifiers
- 991013022534102368
- Copyright
- © University of Cambridge, Faculty of Education.
- Academic Unit
- Centre for Children and Young People; Faculty of Health; Faculty of Education
- Language
- English
- Resource Type
- Journal article