Teacher perspectives on enhancing wellbeing education through integrating arts-based practices

Abstract

Wellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts-based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts-based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art-based practices. Thematic analysis using a socio-ecological framework reveals strong support for arts-based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.