Emotional literacy and the ecology of school wellbeing

Abstract

School connectedness is increasingly identified as significant for enhancing young people’s resilience, prosocial behaviour and learning outcomes (Benard, 2001; Libbey, 2004; Cunningham, 2007). Connectedness encompasses how students feel at school, their participation and engagement with learning, and the quality of the relationships they experience (Bond et al., 2001; Whitlock, 2006). Emotional literacy is defined here as relational values and competencies at individual and whole school levels, and as such is the basis of relational quality and social capital. This paper is based on a qualitative research project exploring processes and practices in six Australian schools. These schools, across ages and sectors, were promoting values of respect, acceptance and care, and actively working to develop emotionally literate learning environments. An eco-systemic analysis of the data illustrates how elements of school systems interact with others over time to create school wellbeing. This highlights what is both useful and challenging in promoting and sustaining good practice in developing a caring school ethos. The findings include the centrality of the vision, skills and resilience of school leaders, a focus on valuing each member of the school community, the development of a positive discourse and high relational expectations. Positive changes in school culture are maintained by shared relational values, a belief in inclusive practices and by maximum ownership by the whole school community in the change process. Sustainability is threatened by negativity from members of staff who may perceive the leader’s vision for students as counter to their own wellbeing.

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