An analysis of primary school student’s holistic well-being using photovoice

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dc.contributor.authorCashman, Daviden
dc.contributor.authorO’Brien, Wesleyen
dc.contributor.authorChambers, Fionaen
dc.contributor.funderUniversity College Corken
dc.date.accessioned2025-05-13T08:54:26Z
dc.date.available2025-05-13T08:54:26Z
dc.date.issued2025en
dc.description.abstractPurpose: This study aims to capture children’s interpretation of holistic well-being within Irish primary schools and add to the development of a comprehensive systems-informed positive education model. Design/methodology/approach: This study utilized visual participatory research methods, including PhotoVoice and one-on-one interviews, to assess children’s (n = 16) well-being, guided by Von Unger’s comprehensive seven-step framework. Data analysis was anchored within grounded theory, beginning with data collection, initial coding, focused coding and culminating in identifying themes and subthemes. Data were interpreted using the mosaic approach by integrating visual and verbal data. Findings: This analysis uncovered three primary themes that affect student well-being: relationships, space and physical environment and learning and curriculum, each with detailed subthemes. For instance, student–teacher relationships, peer relationships, safety, learning spaces, the creative curriculum including arts and music and the experiential richness of outdoor learning are crucial to students' educational growth and well-being. These aspects are seen as interconnected, shaping a holistic educational experience beyond academic learning to encompass students’ comprehensive well-being. The students' narratives demonstrated that learning is not merely an academic exercise but a vital component of their well-being. Originality/value: This study significantly departs from traditional educational research by advocating for a dynamic, action-oriented understanding of “well-being.” It challenges the static, possessive interpretations of well-being and introduces the concept of well-being as a fluid and ever-evolving process. This reconceptualization positions well-being as a complex construct, influenced by an intricate web of relationships, spanning human and non-human interactions, organizational and environmental structures, personal desires, behavioral practices and broader societal and cultural frameworks.en
dc.description.sponsorshipUniversity College Cork (College of Arts, Celtic Civilisation and Social Studies (CACSSS) Employment-Based PhD Scholarship)en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationCashman, D., O’Brien, W. and Chambers, F. (2025) 'An analysis of primary school student’s holistic well-being using PhotoVoice', Health Education, 125(3), pp.241-262. DOI: 10.1108/HE-05-2024-0062en
dc.identifier.doi10.1108/HE-05-2024-0062en
dc.identifier.endpage262en
dc.identifier.issn9654283en
dc.identifier.issued3
dc.identifier.journaltitleHealth Educationen
dc.identifier.startpage241en
dc.identifier.urihttps://hdl.handle.net/10468/17456
dc.identifier.volume125
dc.language.isoenen
dc.publisherEmerald Publishingen
dc.rights© 2025, the Author(s). Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectParticipatoryen
dc.subjectSchoolen
dc.subjectStudent voiceen
dc.subjectStudentsen
dc.subjectWell-beingen
dc.titleAn analysis of primary school student’s holistic well-being using photovoiceen
dc.typeArticle (peer reviewed)en
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