LEVERAGING THE EVIDENCE ON THE RELATIONSHIP BETWEEN TEACHER AND STUDENT WELL-BEING IN LEARNING AND TEACHING:
A Scoping Review and Educator and Student Interviews
By Kimberly A. Schonert-Reichl, Denise Buote, Rebecca Baelen, Joshua Lovett, Maryam Al-Khalaf, Kay Thursby Bourke, Claire Galloway, Aynsley Parker & Ahmed Baghdady
The crisis of children’s mental health and rising disparities in educational outcomes have become global concerns, particularly due to the surge in mental health challenges among children and youth attributed to the COVID-19 pandemic and other global events that have caused disruptions to student learning and social and emotional wellbeing. Alongside the declines in the well-being of children and youth have been concomitant challenges for the teaching profession leading to discernible increases in teacher stress and burnout, potentially causing teacher shortages worldwide. In light of these concerning trends in the wellbeing of children and teachers, research examining the relationship between teacher and student well-being in the context of learning and teaching is profoundly needed not only to advance science and theory but to also to inform the design and implementation of programs and practices that allow for the creation of learning environments in which both teachers and students can thrive and flourish and reach their greatest potential.
In this extensive report, we present findings from two interrelated research studies that focused explicitly on exploring the relationship between teacher and student well-being in learning and teaching — a topic for which many questions remain. The aim of our research is to offer a deeper understanding of these relationships in order to provide valuable insights for educators, policymakers, and other stakeholders who share an investment in finding ways to improve educational experiences and opportunities for students both in the present and in the future.
At the Learning Planet Festival Watch Report Presentation
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The Teacher Wellbeing Professional Learning Community (TW PLC) is co-created by the World Innovation Summit for Education (WISE), an initiative of Qatar Foundation for Education, Science and Community Development, and the Wellbeing Project which is co-created with Ashoka, Georgetown University, Impact Hub, Porticus, Skoll Foundation and Synergos.
TW PLC is a group of members representing several sectors including non-profit, government, philanthropy, and academia. TW PLC aims to be a global learning community of professionals interested in teacher wellbeing and engaged in efforts to promote and support the wellbeing of teachers at the school, district, and system levels. Members of the community will include researchers and scholars, leaders and policymakers, trainers and professional coaches, and school principals and teachers who are engaged in teacher and curriculum development, assessment, action research and other school-based activities. LEARN MORE.
