Framing an Approach to Well-Being in Schools/ School Systems Change for Well-Being in Schools

References

Eblie Trudel, L. G. (2024). Well-being in the context of school organizations. In T. Falkenberg (Ed.), Well-being and well-becoming in schools (pp. 139-158). University of Toronto Press. 

Falkenberg, T. (2024). Introduction: Framing the work on well-being and well-becoming needed in school education. In T. Falkenberg (Ed.), Well-being and well-becoming in schools (pp. 3-20). University of Toronto Press.  

Falkenberg, T. (2024). Conclusion: Where to go from here. In T. Falkenberg (Ed.), Well-being and well-becoming in schools (pp. 271-279). University of Toronto Press.  

Falkenberg, T., Krepski, H., Hauseman, C., & Watt, J. (2024). A complex adaptive systems approach to well-becoming in schools. In T. Falkenberg (Ed.), Well-being and well-becoming in schools (pp. 197-216). University of Toronto Press. 

Hauseman, C., Falkenberg, T., Watt, J., Krepski, H. (2024). Developmental evaluation as a tool for promoting well-being in schools: A case study. In T. Falkenberg (Ed.), Well-being and well-becoming in schools (pp. 178-196). University of Toronto Press. 

Kerr, J. (2024). Well-being and well-becoming in inner-city schools: supporting students’ wholistic flourishing in inner-city communities. In T. Falkenberg (Ed.), Well-being and well-becoming in schools (pp. 159-177). University of Toronto Press. 

Krepski, H. (2024). Three foundational questions for policymakers and practitioners concerned with student well-being. In T. Falkenberg (Ed.), Well-being and well-becoming in schools (pp. 41-58). University of Toronto Press.