Author: Coleman, John

Source: Oxford Review of Education, Volume 35, Number 3, June 2009 , pp. 281-292(12)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

This article serves as an introduction to the papers that follow. It shows how well-being has become a significant focus of much educational policy in the UK, and explores how this has come about. Differing definitions of well-being are reviewed, as is the empirical base on which many of the interventions to improve well-being have been founded. Some of the major criticisms of this shift in policy are outlined, and the article includes a consideration of the validity of these criticisms. Finally it is noted that, while some elements of well-being are based on empirical research, much of the impetus for the focus on well-being has stemmed from the political agenda in the UK over the past decade.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/03054980902934548

Affiliations: 1: University of Oxford, UK

Publication date: 2009-06-01

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