Resilience and Wellbeing within Schools: Contradictions and Silences in Global Policy Texts
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| Title: | Resilience and Wellbeing within Schools: Contradictions and Silences in Global Policy Texts |
|---|---|
| Language: | English |
| Authors: | Susan Ledger (ORCID |
| Source: | Educational Review. 2025 77(7):2083-2107. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Educational Policy, Well Being, Resilience (Psychology), National Standards, Cultural Differences, Students, Teachers, Principals, Teaching Conditions, Work Environment |
| Geographic Terms: | Australia, Canada, United States, United Kingdom (England), United Kingdom (Wales) |
| DOI: | 10.1080/00131911.2024.2392585 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | This study examines professional standards policy documents for teachers and school leaders in Australia, Canada, the United Kingdom and the United States of America to ascertain where and how the concepts of wellbeing and resilience are addressed and enacted within each nation's policy. Eight policy documents comprising four professional standards documents for teachers and four professional standards documents for school leaders from the four countries were selected and analysed using content and critical discourse analysis. The documents were examined through keyword search and then analysed using the policy threads framework comprising People, Place, Philosophy, Process and Power. Analysis revealed that teaching professional standards across the four nations explicitly address the wellbeing and resilience of students and school leaders but are silent on the wellbeing and resilience of teachers. Based on the findings, we propose a recalibration of core policy documents and teaching standards that explicitly address the wellbeing and resilience of teachers, particularly given the increased burden and violence teachers face in the workplace. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487555 |
| Database: | ERIC |
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| Abstract: | This study examines professional standards policy documents for teachers and school leaders in Australia, Canada, the United Kingdom and the United States of America to ascertain where and how the concepts of wellbeing and resilience are addressed and enacted within each nation's policy. Eight policy documents comprising four professional standards documents for teachers and four professional standards documents for school leaders from the four countries were selected and analysed using content and critical discourse analysis. The documents were examined through keyword search and then analysed using the policy threads framework comprising People, Place, Philosophy, Process and Power. Analysis revealed that teaching professional standards across the four nations explicitly address the wellbeing and resilience of students and school leaders but are silent on the wellbeing and resilience of teachers. Based on the findings, we propose a recalibration of core policy documents and teaching standards that explicitly address the wellbeing and resilience of teachers, particularly given the increased burden and violence teachers face in the workplace. |
|---|---|
| ISSN: | 0013-1911 1465-3397 |
| DOI: | 10.1080/00131911.2024.2392585 |
