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Although there is agreement that well-being in school matters - for
example, for student achievement, teacher optimal functioning, and
school effectiveness - a more profound understanding is needed
about the predictors, effects, and ways of promoting well-being in
school. This topical volume presents up-to-date research on the
role of well-being in school from the fields of educational
sciences, educational psychology, and health science. The
contributions investigate both teacher well-being and student
well-being in different countries and by using various advanced
methods. Importantly, well-being in school is understood in these
articles as a multidimensional construct that takes the complexity
of the term well-being and the educational setting into account.
Accordingly, the contributors explore a range of approaches and
instruments of how well-being in school can be investigated and
discuss the benefits for individuals, schools, and educational
systems in promoting well-being. The findings support the prominent
role of well-being for students' and teachers' lives and encourage
further research on well-being in school as there is a need for
much more scientific knowledge in both theory and practice.
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