Securing Well-being: Leadership and moral purpose John West-Burnham

...I asked the cellist Yo-Yo Ma what he considered to be good work in his role as a leading musical performer... (He) outlined three distinct obligations: (1) to perform the repertoire as excellently as possible; (2) to be able to work with other musicians... and develop the necessary common understandings and trust (3) to pass on one’s knowledge, skills, understanding and orientation to succeeding generations... Gardner (2006 p151)

We are also, at least in theory, still hooked on the main tenets of the romantic view of childhood. In day-to-day dealings with children we may ignore it... But at a deep level we have absorbed the view that children have a right to childhood, and that means a time in life when we are protected and dependent and happy. (Cunningham 2006 P244)

People need: a sense of individual vitality to undertake activities which are meaningful, engaging and which make them feel competent and autonomous a stock of inner resources to help them cope when things go wrong and to be resilient to changes beyond their immediate control a sense of relatedness to other people... supportive relationships and a sense of connection with others.

Children flourish when they have a sense of meaning in their lives, which comes both from social engagement and from enthusiastic development of their own interests and talents. Children need both inner and outer harmony. These complement each other: outer harmony comes from a spirit of giving and inner self-worth makes getting less of an imperative. ( Layard & Dunn)

Happiness, a strong sense of self and a positive outlook on life are not only desirable in themselves; they are conducive to engagement and learning. But wellbeing goes much further than this: Attending to physical and emotional welfare Wholeheartedly engaged in all kinds of worthwhile activities and relationships Maximising learning potential Attending to future fulfilment as well as present needs and capabilities

Wellbeing is thus both a precondition and an outcome of successful primary education. ( Cambridge Primary Review )

Defining Well-being Material well-being18/21(Sweden) Health and safety12/21(Sweden) Educational well-being17/21(Belgium) Family and peer21/21(Italy) Behaviours/risks21/21(Sweden) Subjective well-being20/20 (Netherlands) Overall21/21(Netherlands) (UNICEF)

The mental health of children 9.6% have a mental disorder 3.3% have an anxiety disorder 0.9% are seriously depressed 5.8% have a conduct disorder 1.5% have severe ADHD

The Purposes of Education Social Justice PerformanceWell Being

Strategies for the Future The school as a community. Vertical integration of learning. Student voice and leadership. Supporting effective families. Building social capital/effective communities. Working for social justice.

The School as a Community Shared norms and values A sense of place Open communication Civic engagement High trust Symbols and rituals Volunteering - interdependence Shared learning