Collections

Falkenberg, T. (Ed.). (2024). Well-being and well-becoming in schools. University of Toronto Press. https://utppublishing.com/doi/book/10.3138/9781487543518

Deer, F., & Falkenberg, T. (Eds.). (2016). Indigenous perspectives on education for well-being in Canada. Winnipeg, MB: ESWB Press. https://doi.org/10.34991/GNPA-MZ87

Falkenberg, T. (Ed.). (2015). Philosophical perspectives on education for well-being. Paideusis: The Journal of the Philosophy of Education Society, 22(2) [Special Issue], 1-7. https://pie.journals.publicknowledgeproject.org/index.php/pie/article/view/430/221

Deer, F. Falkenberg, T., McMillan, B., Sims, L. (Eds.). (2014). Sustainable well-being: Concepts, issues, perspectives, and educational practices. Winnipeg, MB: ESWB Press. https://doi.org/10.34991/KQNQ-JE92  

Flourishing and School Education (General Theorizing)

Falkenberg, T. (forthcoming). Flourishing through the art of living: Education for the twenty-first century. University of Toronto Press.

Falkenberg, T. (2020). An ethic of sustainable well-being and well-becoming: A systems approach to virtue ethics. In H. Bai, D. Chang, & C. Scott. (Eds.). A book of ecological virtues: Living well in the Anthropocene (pp. 157-177). Regina, SK: University of Regina Press.

Falkenberg, T. (2018). Framing human well-being and well-becoming: An integrated systems approach. (Paper Series on Well-Being and Well-Becoming in Schools) https://wellbeinginschools.ca/wp-content/uploads/2018/09/WBIS-Paper-No-1-Falkenberg-2018.pdf

Falkenberg, T. (2016). Assessing well-being and well-becoming in Canadian schools: Contributions of children’s rights perspectives. Revue d’éducation/Education Review, 5(1), 29-34. https://www2.uottawa.ca/faculty-education/sites/g/files/bhrskd391/files/2022-03/uott_reveduc_printemps_2016_05_acc_0.pdf

Falkenberg, T., & Krepski, H. (2020). On conceptualizing child well-being: Drawing on disciplinary understandings of childhood. Canadian Journal of Education, 43(4), 891-917.   

Link, M., & Falkenberg, T. (2021). Teacher leadership in education for sustainable well-being and well-becoming. In K. D. Walker, B. Kutsyuruba, & S. Cherkowski (Eds.), Positive leadership for flourishing schools (pp. 341-353). Information Age Publishing.

Krepski, H. (2025). Why well-being as an educational aim constrains paternalism in schools. Philosophical Inquiry in Education, 32(1), 1-15. https://pie.journals.publicknowledgeproject.org/index.php/pie/article/view/1745/1063

Krepski, H. (2023). Educational goods for well-being in K-12 schools: Foundational questions, student autonomy, and stratification. [Doctoral dissertation, University of Manitoba]. MSpace. http://hdl.handle.net/1993/37244

Student Voice and Student Belonging

Falkenberg, T., Heringer, R., & Pilli, B. (2024). Manitoba grade 9 students’ satisfaction with life: A survey of self-reported well-being. Brock Education Journal, 33(2), 88-108. https://journals.library.brocku.ca/brocked

Falkenberg, T., & Heringer, R. (2023). Loneliness and belonging in Canadian schools: A serious issue, a matter of equity and inclusion, and a case of missing data. (Paper Series on Well-Being and Well-Becoming in Schools) https://wellbeinginschools.ca/wp-content/uploads/2023/11/WBIS-Paper-No-3-Falkenberg-Heringer-2023.pdf

Falkenberg, T., Ukasoanya, G., & Krepski, H. (2021). Students’ understanding of student well-being: A case study. McGill Journal of Education, 56(2/3), 201-224. https://mje.mcgill.ca/issue/view/575

Falkenberg, T. (2018). Assessing student well-being: Providing for student voice. In S. Cherkowski & K. Walker (Eds.), Perspectives on flourishing schools (pp. 111-126). Lanham, ML: Lexington Books.

Falkenberg, T. (2018). Providing for student voice: What? Why? How? (Paper Series on Well-Being and Well-Becoming in Schools) https://wellbeinginschools.ca/wp-content/uploads/2018/09/WBIS-Paper-No-1-Falkenberg-2018.pdf

Well-Being and Canadian School Education

Gray, R. S. (2024). Approaches to well-being and mental health by provincial education departments in Canada. (Paper Series on Well-Being and Well-Becoming in Schools) https://wellbeinginschools.ca/wp-content/uploads/2024/11/WBIS-Paper-No-4-Gray-2024.pdf

Well-Being and Pedagogy

Falkenberg, T. (2023). Contemplative practices and the concern for well-being in schools: A well-being pedagogy. Holistic Education Review, 3(2), 14 pages. https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2786/2642   

Link, M. (2018). Nature, capabilities, and student well-being: An evaluation of an outdoor education approach [Doctoral dissertation, University of Manitoba]. MSpace. http://hdl.handle.net/1993/33289

Link, M., & Falkenberg, T. (2021). Capabilities-development-within-nature pedagogy: Science education through and for well-being. In J. Nickel & M. Jacobsen (Eds.), Preparing teachers as curriculum designers (pp. 310-336). Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/38776

Educator Well-Being

Hauseman, C. (2020). Managing emotions and coping in a context of work intensification. Canadian Journal of Educational Administration and Policy, 192, 42-51. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/68137

Hauseman, C. (2021). Strategies secondary school principals use to manage their emotions. Leadership and Policy in Schools, 20(4), 630-649. https://doi.org/10.1080/15700763.2020.1734211

Hauseman, C. (2022). Workplace conditions that contribute to principals’ emotional labor. In S. Chitpin and R. White (Eds.), Leading under pressure: Educational leadership in neoliberal times (pp. 3-19). Emerald. https://doi.org/10.1108/978-1-80117-358-220221002

Hauseman, C., Darazsi, S., & Kent, S. (2020). Collaboration, communication and wellness: Response to the COVID-19 pandemic in Manitoba schools. International Studies in Educational Administration, 48(2), 70-77. http://cceam.net/wp-content/uploads/2020/08/ISEA-2020-48-2.pdf

Laidlaw, J. (2023). Canadian music teachers’ burnout and resilience through the second wave of the COVID-19 pandemic. Canadian Journal of Educational Administration and Policy, 203, 102-116. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/75721

Laidlaw, J. (2024). Teaching music during COVID-19: Conceptualizing the school demands-resource theoretical innovation through autoethnography. International Journal of Music Education, 0(0) [online]. https://doi.org/10.1177/02557614241267829

Laidlaw, J., & johnson, j. (2026). Physical education teachers’ experiences during the COVID-19 pandemic: Conceptualizing outdoors as a job resource and demand for school wellbeing. Journal of Adventure Education and Outdoor Learning, 26(1), 65-78. https://doi.org/10.1080/14729679.2024.2425939

Wang, F., Hauseman, C., & Pollock, K. (2022). “I am here for the students”:Principals’ perception of accountability amid work intensification. Educational Assessment, Evaluation and Accountability, 34(1), 33-56. https://doi.org/10.1007/s11092-021-09368-6

Wang, F., Pollock, K., & Hauseman, C. (2021). Complexity and volume: Work intensification of vice-principals in Ontario. International Journal of Leadership in Education. Advance online publication: https://doi.org/10.1080/13603124.2021.1974097

Wang, F., Pollock, K., & Hauseman, C. (2022). Time demands and emotionally draining situations amid work intensification of school principals. Educational Administration Quarterly. Advance online publication: https://doi.org/10.1177/0013161X221132837

Well-Being and Higher Education

Falkenberg, T. (2025). Contemplative pedagogy for well-being in higher education and beyond. In M. Drinkwater & Y. Waghid (Eds.), The Bloomsbury handbook of ethics of care in transformative leadership in higher education (pp. 36-51). Bloomsbury.