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Dataset
Wellbeing in Schools: What role does recognition play? Phase 3: Quantitative data collection
All data sets
  • Anne Graham, Southern Cross University
  • Robyn Margaret Fitzgerald, Southern Cross University
  • Mary Ann Powell, Southern Cross University
  • Nigel Thomas, Southern Cross University
  • Donnah L Anderson, Southern Cross University
  • Nadine E White, Southern Cross University
  • Catharine A Simmons, Southern Cross University
Chief Investigator
Graham, Anne
Publication Date
1-1-2017
Funders
Australian Research Council, Linkage Grant
Grant ID
LP110200656
Grant Links

ARC/LP110200656

School or Research Centre
Centre for Children and Young People
Lead Partner Organisation
Southern Cross University
Other Partner Organisations
Catholic Schools Office, Lismore; Good Grief Ltd, North Sydney; The University of Central Lancashire.
Contact

Anne Graham, Southern Cross University, PO Box 157, Lismore NSW 2480, Australia.

anne.graham@scu.edu.au

Keywords
  • wellbeing,
  • children,
  • young people,
  • recognition,
  • school,
  • teaching and learning
Description

Anne 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 Date
6-2012
Data Collection End Date
12-2014
Methodology

Quantitative: Interactive online survey with primary students (N=3906) and secondary students (N=5362) and staff (N=707 — comprised of principals, teachers and non-teaching staff) across three Catholic school regions.

Sampling Procedure: Purposive sampling of targeted ages across 3 Catholic school systems

Data Kind: Survey data

A quantitative methods approach was utilised, generating important descriptive and inferential quantitative analyses. The views and perspectives of students, principals and teachers, which are central to the research, were sought through an online survey instrument.

Coverage
Regional NSW, Victoria and Queensland.
Rights
For permission to access this dataset please contact Southern Cross University, Centre for Children and Young People or anne.graham@scu.edu.au
FoR Code
1303 Education
Viewing Instructions
The quantitative data gathered has been de-identified and stored as an excel file and in Qualtrics. 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 online survey answers is confidential, and not able to be shared.
Data Processing
The data collected in Phase 3: Quantitative data collection were cleaned and analysed using IBM-SPSS quantitative analysis software. The findings from Phase 3: Quantitative data collection provide extensive insight not only into how wellbeing is conceptualised by staff and students but also the key role that a range of relationships play both in relation to wellbeing and in creating the conditions for recognition to occur.
Citation Information
Graham, A., Fitzgerald, R., Powell, M., Thomas, N., Anderson, D.L., White, N.E. & Simmons, C.A. (2017). Data from: Improving approaches to wellbeing in schools: What role does recognition play? Phase 3: Quantitative data collection. Centre for Children and Young People, Southern Cross University, Lismore. http://doi.org/10.4226/47/592672aec9019