The entanglement of wellbeing in developing schools: an actor network analysis

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dc.contributor.advisorO'Brien, Wesley
dc.contributor.advisorChambers, Fiona
dc.contributor.authorCashman, Daviden
dc.contributor.funderUniversity College Cork
dc.date.accessioned2026-01-20T12:23:12Z
dc.date.available2026-01-20T12:23:12Z
dc.date.issued2025
dc.date.submitted2025
dc.description.abstractBackground/Context The concept of wellbeing in education is riddled with complexities. Wellbeing, therefore, exemplifies a live controversy as it continues to evolve and generate debate among diverse stakeholders. The debate involves multiple actors, both human (e.g., educators, policymakers, psychologists, parents, and students) and non-human (e.g., educational policies, assessment frameworks, and wellbeing interventions). Added to this, wellbeing itself doesn’t have a consistent spelling - often written as ‘wellbeing’ or ‘well-being’ or ‘well being’ or even ‘Wellbeing’ in academic and policy documents. Such a spelling inconsistency for wellbeing indicates both a conceptual fluidity, yet also a lack of stability. Coupled with this, there is the absence of a standard definition for wellbeing, which this has led to diverse interpretations across various disciplines (Ereaut & Whiting, 2008; Gillett-Swan & Sargeant, 2015). An example of wellbeing which is commonly operationalised in education is positive education. Seligman (2011) outlined five pathways through which wellbeing can be achieved through positive education. The work of Seligman (2011) culminated in the PERMA model (Positive emotions, engagement, relationships, meaning and achievement), which has formed the basis of multiple empirical wellbeing models in schools (Adler et al, 2016; Norrish et al 2015; Kern et al, 2021). In addressing this, the present doctoral study will focus on designing a broader positive education framework which embraces a holistic model of wellbeing – consisting of relationships, emotional, social, physical, and cognitive domains. This study will strive to create a more inclusive and responsive wellbeing framework within the context of education system. Research Aim/Objectives/Purpose The study aims to design and develop a systems-informed model of positive education, known as the "Krebs Cycle of Wellbeing" (KCW), which promotes holistic wellbeing for primary school students in Ireland. Using Venturini’s (2015) ‘Cartography of Controversies’, this Krebs Cycle of Wellbeing seeks to capture the interconnected nature of wellbeing, by being flexible and agile to the diverse needs of students and school communities. Methods and Data Sources A transmethodology approach guided the development of this KCW (Khawaja & Kousholt, 2021). The research design involved a narrative literature review, stakeholder consultations, and qualitative data collection techniques. Stakeholders, including school principals, teachers, and students, contributed their voice through focus groups, interviews and a Photovoice methodology, which provided critical insights in shaping this model. This methodological process allowed for iterative refinement, aligning with Venturini’s (2010) four out the five observational lenses; from statements to literature, from literature to actors, from actors to networks and from networks to cosmoses. Venturini’s (2010) cartography of controversies offers a nuanced and context-sensitive approach to advancing wellbeing within educational settings. Key Findings/Conclusions The Krebs Cycle of Wellbeing establishes an interconnected wellbeing cycle. "Relationships and care" is a core entry point. This leads to social-emotional, physical, and cognitive domains which cumulatively foster student flourishing. The iterative, stakeholder-informed design process was pivotal in establishing the feasibility and acceptability of this Krebs Cycle of Wellbeing in diverse school settings. This resulted in it being deemed a comprehensive approach to wellbeing. The Krebs Cycle of Wellbeing framework proved instrumental in ensuring the study design was both theory-driven and evidence-based. Moreover, this considered study design was attuned to systemic influences of wellbeing surfacing its multifaceted and interconnected nature. Significance or Potential Contribution of the Research This study presents a new, adaptive model of wellbeing for schools called the Krebs Cycle of Wellbeing. This model attempts to address gaps in traditional positive education frameworks. By offering a comprehensive and evidence-based approach, the Krebs Cycle of Wellbeing model 's application in various educational contexts holds potential to enhance wellbeing practices, and make a significant contribution to the implementation of positive education theory overall. Indeed, the current Krebs Cycle of Wellbeing model proposed holds the potential to equip educators to foster inclusive and nurturing environments that support students’ long-term personal and academic growth (Diener et al., 1999; Seligman et al., 2009).en
dc.description.statusNot peer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationCashman, D. 2025. The entanglement of wellbeing in developing schools: an actor network analysis. PhD Thesis, University College Cork.
dc.identifier.endpage414
dc.identifier.urihttps://hdl.handle.net/10468/18414
dc.language.isoenen
dc.publisherUniversity College Corken
dc.relation.projectUniversity College Cork (CACSSS Employment-Based PhD Scholarship)
dc.rights© 2025, David Cashman.
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectWellbeing
dc.subjectPrimary education
dc.subjectStudent voice
dc.titleThe entanglement of wellbeing in developing schools: an actor network analysis
dc.typeDoctoral thesisen
dc.type.qualificationlevelDoctoralen
dc.type.qualificationnamePhD - Doctor of Philosophyen
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