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Collective wellbeing in action: educator-informed architecture for community flourishing

Identification

Clé publique

doi:10.3389/feduc.2026.1818851

Auteurs

Suskya Goodall

Année déclarée

2026

Langue déclarée

en

Type source

article

Première détection

2026-11-09T19:04:47.778436+00:00

Dernière observation des métadonnées

2026-11-09T19:04:47.778436+00:00

Dernière vérification HTTP

Non effectuée

Institutions déclarées par la source

Victoria University of Wellington

Pays d’affiliation déclarés

NZ

Résumé documentaire — langue originale

Beyond an international trend or policy myopia, wellbeing occupies a prominent position across educational, governmental, and intergovernmental agendas as a strategic investment generating workforce, and societal returns including educator retention, student outcomes, and institutional effectiveness. In educational environments, dynamic relationships among stakeholders create living ecosystems wherein flourishing emerges from - and simultaneously sustains - the vitality of educators, learners, families, and communities. Recently, intergovernmental educational policy has directed wellbeing attention to the workforce at its heart - educators themselves. Rather than framing teacher and leader wellbeing as a deficit to be remedied, this mixed methods study revealed pathways for enhancing individual and collective wellbeing for early childhood, primary, and secondary educators across Aotearoa New Zealand through an appreciative, transformative, and culturally-affirming lens. An explanatory sequential mixed methods design framed this research as an integrated inquiry: a national cross-sector survey of 735 educators provided statistical breadth, while 10 semi-structured interviews captured depth and complexity. Orienting this interdisciplinary research at the juxtaposition of education, health, psychology, sociology, and organisational scholarship supported the generation of original findings that address research gaps while offering pragmatic frameworks for change. Therefore, theoretical and conceptual anchors for this piece include appreciative inquiry, complexity thinking, positive education, asset-based community development, and indigenous worldviews. Findings revealed educator wellbeing practices as fundamentally relational, paradoxical, complex, and contingent upon organisational and systemic conditions. Contributions to the field include a holistic conceptualisation of wellbeing, empirical findings, and a framework. Rather than prescriptive universal solutions, the framework, An Architecture for Community Flourishing, offers compass-like principles enabling multi-level, context-responsive implementation within and potentially beyond educational settings. This paper proposes that collective wellbeing, operationalised through regenerative responsibility across individual, relational, organisational, and systemic dimensions, offers pathways for community flourishing to emerge.

Identifiants

OPENALEX

W7162020852

DOI

10.3389/feduc.2026.1818851

Repères documentaires

Famille documentaire

Doctrine

Types déclarés par les sources

article

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Sources

OpenAlex · Document 1 · Document 2

• DOI · https://doi.org/10.3389/feduc.2026.1818851
• OpenAlex · https://openalex.org/W7162020852

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