Wellbeing in Schools: What role does recognition play? Phase 2: Qualitative data collectionAll data sets
Chief InvestigatorGraham, Anne
FundersAustralian Research Council, Linkage Grant
School or Research CentreCentre for Children and Young People
Lead Partner OrganisationSouthern Cross University
Other Partner OrganisationsCatholic Schools Office, Lismore; Good Grief Ltd, North Sydney; The University of Central Lancashire.
Anne Graham, Southern Cross University, PO Box 157, Lismore NSW 2480, Australia.
- young people,
- teaching and learning
DescriptionAnne Graham at the Centre for Children and Young People (CCYP), was awarded the 3 year ARC Linkage in 2012 titled ‘Wellbeing in Schools: What role does recognition play?' The CCYP partnered with the Catholic Schools Office, Lismore, Good Grief Ltd and the University of Central Lancashire. The aim of the research was to generate new knowledge about ‘wellbeing’ in schools that would result in improved outcomes for children and young people. Since data collection during 2012-2013 the project has produced systematic policy and practice-relevant evidence to advance the way children’s social and emotional ‘wellbeing’ is understood and approached in schools. The research has been used by school systems to develop policy and implementation frameworks to support wellbeing in schools. Professional development activities were undertaken during 2015-2017 to further engage school systems with the key research findings. The positive response and uptake of key learnings reflect the value of engaging research partners in the entire research process - turning research findings into knowledge, improving policy and providing practical and tangible outputs for school communities.
Data Collection Start Date6-2012
Data Collection End Date12-2014
CoverageRegional NSW, Victoria and Queensland.
RightsThis is a sample of the data only.
Creative Commons LicenseCreative Commons Attribution-Noncommercial 3.0
FoR Code1303 Education
Viewing InstructionsAll individual teacher interviews and student focus group interviews were audio recorded and transcribed, with additional written notes and drawings (by students) collected to augment this. The qualitative data gathered was de-identified, transcribed/labelled, stored and analysed in NVivo – interviews (N=89), focus groups (N=606). Children’s drawings (approximately 600 images) were photographed and manually analysed. These images are kept securely at CCYP. Tools used for the professional development workshops can be found at http://ccyp.scu.edu.au/index.php/123 The data at the level of participant’s drawings and focus groups or interviews transcripts and online survey answers is confidential, and not able to be shared.
Data ProcessingThe interview and focus group data collected in Phase 2: Qualitative data collection were transcribed, coded and inductively analysed for re-occurring themes using the Nvivo software program. The students’ drawings and/or lists of school improvements gathered in the Phase 2: Qualitative data collection focus groups were analysed manually for repeated images or words and cross-checked with related transcribed discussions. The very extensive data generated from the large numbers of interviews and focus groups provided rich insights into how students, principals and teachers perceive wellbeing in schools, how this is currently facilitated and potentially best supported.
Citation InformationGraham, A., Fitzgerald, R., Powell, M., Thomas, N., Anderson, D.L., White, N.E. & Simmons, C.A. (2017). Improving approaches to wellbeing in schools: What role does recognition play? Phase 2: Qualitative data collection. Centre for Children and Young People, Southern Cross University, Lismore. http://doi.org/10.4226/47/59266d1820208