By Dennis Sale
IN this series I analyse and evaluate the problem, challenges faced, and how best to practically enhance wellbeing in schools. The focus is on what schools can do, but the framing applies to all human contexts. While people live in different countries, cultures, and in diverse social and economic situations, we share a common brain architecture, mind-processing system, and are subject to universal existential challenges. Without being morbid, I agree with Harari (2016), a leading global intellectual, who argues that ‘the most real thing in the world is suffering’. The experience will vary from person to person, in form and in nature, but it is real for us humans. We are, at our roots, fragile creatures and as the psychoanalyst, Erich Fromm wrote:
Man is the only animal for whom his own existence is a problem which he has to solve.
Our heightened cognitive capability, especially metacognition (our ability to reflect, analyse and evaluate our own thinking, feelings, and behaviour), gives us the ability to shape the destiny of the planet. However, it also creates the unavoidable challenge of having to find meaning and purpose in life, as well as identity and self-development. When life experiences are perceived as very positive, certain neurotransmitters (endorphins and dopamine) are released in our brains, typically creating feelings of pleasure, even elation; though often only for short periods of time. Equally, when things go badly, the reverse is the case. Sadly, very unpleasant experiences can negatively affect our wellbeing for longer periods of time and become systemic and enduring. For me, seeking a deeper understanding on how to create optimal environmental conditions that facilitate more pleasurable and meaningful life journeys for humans is something we should strive to attain. It is our best response to the existential nemesis of suffering.
In today’s world, despite increasing affluence in many contexts, a lack of wellbeing and negative mental health for many people, especially the young, is an increasing concern. For example, between 2017 and 2022, rates of probable mental disorder increased from around 1 in 8 young people aged 7-16 to 1 in 6. Similarly, the Children’s Society’s latest annual survey revealed that children’s wellbeing has been diminishing since 2009, with more than 300,000 ten- to 15-year-olds in the UK now said to be ‘unhappy’ with their lives. This is certainly noted by many parents as they put wellbeing at the top of their list on educational priorities. I would also like to highlight that we should not only be concerned about children in terms of wellbeing, but also that of our teachers and school leaders. The Times Education Commission (TEC) report 2022 found that 46% of teachers and 40% of senior leaders have reported experiencing anxiety, and another 28% of teachers and 19% of senior leaders said they had felt acute stress. Hence, it is reasonable to assume that wellbeing is not just a problem for students but a whole school concern.
My focus in these columns is on how psychological research can inform the ways in which schools can develop a culture and practices that facilitate wellbeing for all participants – students, teachers, and school leaders.
-
An evidence-based framework for enhancing wellbeing in schools
Conceptions of wellbeing can vary, but extensive research shows that a whole host of physical, social, and emotional experiences massively impact brain development, and physical and mental wellbeing. For example, Swaab (2015) summarising the evidence, highlights:
Children who are seriously neglected during their early development …have smaller brains; their intelligence and linguistic and fine motor control are permanently impaired, and they are impulsive and hyperactive.
Certainly, we would not argue that such experiences and outcomes enhance in any way the wellbeing of these children. The famous neuroscientist and philosopher, Harris (2011), starkly frames this reality:
Some people have better lives than others, and these differences relate, in some lawful and not arbitrary way to states of the human brain and states of the world.
Having extensively researched motivational theories (Sale, 2020), I would suggest that the Self-Determination Theory (SDT) of Ryan & Deci (2017) is becoming the most validated psychological theory that offers evidence-based heuristics (guiding principles) that enhance motivation, learning, and wellbeing in educational contexts. SDT posits only three basic and universal psychological needs: Competence, Relatedness and Autonomy.
-
Competence refers to feeling effective and impactful in one’s actions. As Ryan and Deci (2017) state:
As a psychological need, competence is not only functionally important but is also experientially significant to the self.
In most basic terms, when individuals experience success in a meaningful life activity, they experience satisfaction and develop self-efficacy. They may also feel happy. Consistent failure has the reverse impact, as it releases serotonin in the brain, which typically evokes negative emotions and can lead to poor self-imaging at the psychological level.
-
Relatedness refers to the feeling of belonging and being significant in the eyes of others. Ryan and Deci (2017) define it in terms of a need to:
…feel responded to, respected, and important to others, and, conversely, to avoid rejection, insignificance, and disconnectedness.
Despite extensive rhetoric on creating more inclusiveness in educational contexts, it seems that bullying, albeit perhaps more online now than overtly manifested in the playground, is still prevalent. It may be that some present approaches are not resulting in better empathy, kindness, and graciousness – fundamental behaviours underpinning relatedness.
-
Autonomy refers to the need to experience personal control and self-endorsement of one’s behaviour. In the context of educational settings, Reeve (2012) suggests that:
Students experience autonomy need satisfaction to the extent to which their classroom activity affords them opportunities to engage in learning activities with an internal locus of causality, sense of psychological freedom, and perceived choice over their actions.
Boring lessons and a lack of student interest in much of schoolwork is well-documented. As Wagner (2010) summarised:
In countless focus groups, I’ve conducted with high school students, ‘boring classes’ – which include so-called advanced classes – are among the main complaints about the school.
There is a need for more relevant, meaningful, and interesting curriculum options, allowing students more choice in the learning process. Equally, there must be adherence to high performance standards focusing on competence in real world/work contexts.
In summary, for now, the relevance of SDT to learning and wellbeing is captured by Ryan & Deci (2017):
…aspects of a social context that are likely to support satisfaction of the fundamental psychological needs are predicted to promote effective functioning and integrated development, whereas features of a social context that are likely to thwart need satisfaction are predicted to diminish effective functioning
…classroom climates supporting autonomy, providing high structure, and conveying relatedness and inclusion foster personal wellbeing and feelings of connection to one’s school and community.
In the second column of this series, I outline specific school based and specific classroom practices that can develop Competence, Relatedness, and Autonomy. Done thoughtfully and skilfully, these can contribute significantly to developing better wellbeing.
-
Dennis Sale worked in the Singapore education system for 25 years as Advisor, Researcher, and Examiner. He coached over 15,000 teaching professionals and provided 100+ consultancies in the Asian region. Dennis is author of the books Creative Teachers: Self-directed Learners (Springer 2020) and Creative Teaching: An Evidence-Based Approach (Springer, 2015). To contact Dennis, visit dennissale.com.
