Faculty of Education - Theses
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ItemDevelopment of the Flourishing Classroom System Observation Framework and Rubric( 2022)Mental health issues amongst children and adolescents are harmful and prevalent, with a need for improvements in local, national, and international approaches to mental illness prevention and wellbeing promotion. Schools are optimally placed to not only support the remediation of illbeing in students but also to cultivate their wellbeing. To date however, approaches within many schools to promote wellbeing are primarily content focused, with less focus given to contextual influences. The purpose of this thesis was to explore a context-focused approach to student wellbeing by mapping and characterising observable indicators of a flourishing classroom system. Theoretically, this thesis is grounded in systems informed positive education. As a theoretical starting point, a conceptual model of a flourishing classroom system was developed, with four elements: classroom cohesion, classroom flexibility, classroom communication and classroom wellbeing. This model was developed from the Classroom System Observation Model and the SEARCH Wellbeing Framework. Then, to empirically refine the conceptual model, and inquire about and define the characteristics and observable indicators of a flourishing classroom system, a three round Delphi methodology was employed, with a total of 35 participants included across the rounds. Thematic analysis and categorical analysis were adopted to identify a clear empirical model, along with the characteristics and indicators of a flourishing classroom system through feedback and consensus across participants. Five findings emerged: 1) The importance of contextual flourishing. 2) A conceptual model of a flourishing classroom. 3) Four key elements of a flourishing classroom system (e.g., the teacher). 4) Five dimensions and fifteen sub-dimensions of a flourishing classroom system (e.g., student voice). 5) The development of the Flourishing Classroom System Observation Framework and Rubric. These findings provide key advancements to extant literature on systems informed positive education in classrooms and practically provide a flourishing system roadmap with actionable, observable wellbeing behaviours that can be employed by all in education to remediate student illbeing and promote their wellbeing.