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Understanding the role of well-being in student academic outcomes

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1.0 Understanding of Supporting Student Well-being Scale.

The table 1 below shows the rate of understanding of how to support student well-being.

1Being not at all and 5 - being excellent.

Table 1: Understanding Wellbeing

Optio Percentag

n Count e

1 1 6%

2 1 6%

3 3 18%

4 7 41%

5 5 29%

Mean 3.82

Mean = (1 * Frequency of Option 1 + 2 * Frequency of Option 2 + 3 * Frequency of Option 3 +

4 * Frequency of Option 4 + 5 * Frequency of Option 5) / Total Responses

Using the given data:

Mean = (1 * 1 + 2 * 1 + 3 * 3 + 4 * 7 + 5 * 5) / (1 + 1 + 3 + 7 + 5)

Mean = (1 + 2 + 9 + 28 + 25) / 17

Mean = 65 / 17

Mean ≈ 3.82

Analysis
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The data in Table 1 exhibited a diverged influence of teachers' sense of being in

class on their interaction with students. As stated by a small number of teachers who perceived

insignificant impact (1 or 2 ratings), more teachers, whose ratings were closer to the maximum

scale (average of 4 or 5), claim it to have a considerable impact on how teachers relate with

students. The average point of all the intervention experiences is 3.82, expressing moderate

influence. Hence, teachers' care for their wellbeing results in a positive attitude that they pass on

to their students. We can understand this as a situation where when teachers are mentally and

emotionally well, they are more likely to be more caring and loving, create challenging lessons,

exhibit professionalism as they do their duties, communicate well with pupils, and attend to their

needs. Nevertheless, the situation might be the same when a teacher's conditions are poor since

there are possibilities of creating problems in the areas where the teacher-student perceptual

aspects would continue to be of significance.

1.1 Influence of Personal Well-being on Teacher-Student Interactions

This section focuses on multiple areas of life of the students, such as good peer

relationships, involvement in studying, positive emotions, proper behavior, constant attendance

of classes, effective communication, recognizing students' achievements, motivation & guidance,

professionalism and participation in extra-educational activities. By using such mean ratings and

thematic approach, it gives insights into the how these factors are seen and are believed to

nurture an optimum learning setting.

The following tables from table 2 to table 11 shows types of teacher-student

interactions according to how they are impacted by teachers own wellbeing. (‘1’ shows little

impact, ‘5 ‘has significant impact).

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Table 2: Positive Relationships

Option Count Percentage

1 1 6%

2 1 6%

3 3 18%

4 7 41%

5 5 29%

Mean 3.81

The mean value for positive relationships is approximately 3.81. This suggests

that people in education slightly underscore the necessity of promoting positive relationships in

educational processes. This implies that most interviewees acknowledge the importance of good

relationships, which create well-being and contribute to learning.

Table 3: Engaging Lessons

Option Count Percentage

1 1 6%

2 1 6%

3 3 18%

4 7 41%

5 5 29%

Mean 1.204

The mean value for engaging lessons is approximately 1.204. With a mean value

of this magnitude, it can be inferred that the focus of the lessons, in part, revolves around
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actively engaging the students. This implies that they are apt to understand what kind of

involvement and striking teaching can give the best learning experiences.

Table 4: Quality of Interventions

Option Count Percentage

1 0 0%

2 0 0%

3 4 24%

4 5 29%

5 8 47%

Mean 1.668

The mean value for quality of interventions is approximately 1.668. This indicates

more priority on the effectiveness and suitable design of interventions as the interventions to

progress student learning and development. Such results suggest that stakeholders sought

approaches contextual to the population and targeted specific areas of academic and behavioural

deficiencies.

Table 5: Inclusive Classroom

Option Count Percentage

1 1 6%

2 0 0%

3 5 29%

4 2 12%

5 9 53%
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Mean 1.424

The mean value for an inclusive classroom is approximately 1.424, which

illustrates the importance of creating an inclusive classroom that allows students from different

backgrounds to thrive and not feel alone. This indicates that the surveyed individuals can

understand the importance of establishing diversity, equality and inclusiveness in the class.

Table 6: Being a Role Model

Option Count Percentage

1 0 0%

2 1 6%

3 5 29%

4 6 35%

5 5 29%

Mean 1.704

The average value signifying the importance of being a role model is about 1.704,

suggesting that a relatively high measure of the draw is placed on teachers as positive models for

their students. Such facts indicate that the learners acknowledge teachers' significant effect on

both the student's stand and outlooks.

Table 7: Professionalism

Option Count Percentage

1 0 0%

2 3 18%
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3 5 29%

4 6 35%

5 5 29%

Mean 1.212

1.212 mean value implies that professionalism's role is unimportant during the

study process. It shows that the respondents respect professional communication when dealing

with students, colleagues, or any stakeholder.

Table 8: Effective Communication

Option Count Percentage

1 0 0%

2 1 6%

3 2 12%

4 6 35%

5 8 47%

Mean 1.308

The mean value of 1.308 for effective communication implies a moderate to high

appraisal of course deliverables, which concerns clear and effective communication in an

educational context.

Table 9: Motivation & Guidance

Option Count Percentage

1 0 0%

2 1 6%
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3 2 12%

4 5 29%

5 9 53%

Mean 1.432

The mean for motivation & guidance is around 1.432 on the scale, which reflects

the moderate to high level of importance that was placed on motivating students to achieve

academic success and challenges that they face and passing from it as much as they can. Hence,

it is assumed that these respondents who note encouragement, support, and direction as their

helping practice strive to help those students overcome their difficulties and reach their goals.

Table 10: Attending to Students' Needs

Option Count Percentage

1 1 6%

2 1 6%

3 3 18%

4 3 18%

5 9 53%

Mean 1.504

The mean value for attending to students' needs is approximately 1.504, which

implies that candidates mainly focus on delivering an amiable and creative educational

environment to the students, where they will be encouraged, praised, and supported, among

others.
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Table 11 Recognizing Students' Achievements

Option Count Percentage

1 0 0%

2 2 12%

3 2 12%

4 6 35%

5 7 41%

Mean 1.392

The mean value for recognizing students' achievements is approximately 1.392,

which is a hint of moderate to high priority set for student success and excellence. Hence, this

fact implies that addressers writing in the survey realize that recognition and encouragement are

the key factors determining students' self-confidence, motivation and academic achievements.

1.2 Awareness of the PERMAH Model and Its Relevance to Teaching Practice

This section presents a theme analysis that demonstrates a clear appreciation of

the relevance of the PERMAH Model indicators in providing a direction for teaching geared

towards establishing environments that are helpful, involving, and enabling students to learn

better.

Awareness and Utilization of PERMAH Model Indicators: In their teaching

practices, many respondents know the PERMAH Model and use its indicators actively. The

indicators include positive emotions, engagement, relationships, meaning, accomplishment and

health.
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Emphasis on Positive Emotions and Engagement: Among respondents, the most

highlighted indicators usually include positive emotions and engagement. A conducive learning

environment can be nurtured through ensuring that a positive class atmosphere is created and that

the students are actively involved.

Importance of Positive Relationships: Throughout responses, building positive

relationships with students is emphasized on a regular base but Teachers understand the

importance of creating relationship with students for their well-being and academic

improvement.

Recognition of Accomplishments: Many respondents believe it is important to

celebrate student achievements through recognizing them since this results in increased

confidence levels leading to high levels of motivation among students regardless of whether they

are school or extra-curricular.

Consideration of Meaning and Health: Respondents appreciate including meaning

and health in their instructional strategies. It is crucial to effective teaching that students are

assisted in discovering purpose in their learning experiences alongside being supported

holistically in their health and wellness.

Application in Pastoral Roles: Some respondents specifically mention the

relevance of PERMAH Model indicators to their pastoral roles, highlighting how these indicators

inform their support for students' emotional and social development.

Promotion of Flourishing and Well-being: Respondents consider the PERMAH

Model as a way to help children thrive and feel content. Moreover, they acknowledge its

relevance in increasing their happiness as teachers.

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2.0 Student Wellbeing Indicators

The focus of this section is on exploring student well-being indicators and their role in

fostering a culture of collaboration and engagement within the educational community. By

examining various indicators, such as positive peer relationships, engagement in learning, and

behavior management, educators aim to understand the overall well-being of students and

identify areas that require attention and improvement. Through thematic analysis, this section

seeks to uncover the most effective well-being indicators for enhancing student academic

outcomes and creating a supportive learning environment.

Table 12: Mean Ratings for Overall Wellbeing of Students

Rating Mean

Not at all 0%

Slightly 0%

Good 53%

The mean rating for the overall well-being of students is 53%, indicating that most

respondents perceive their students' well-being as good.

Table 13: Mean Ratings for Observed Student Indicators

Indicator Mean

Positive Peer Relationships 3.06

Engagement in learning 3.29

Behaviour management 3.35

Emotional Resilience 3.06

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Attendance and punctuality 3.12

Participation in extra-curricular 2.76

activities

Positive teacher-student relationships 3.18

Inclusion support 3.18

Bullying 3.82

Aggressive behaviour 3.47

Withdrawing from lessons/interventions 3.35

Unusually quiet 3.29

Sadness 3.53

Anxiety 3.35

Lateness 3.35

Overuse of laptop/iPad 3.29

Cheating 3.65

Bad language 3.53

Language barriers 3.29

The average ratings for the student indicators fall from 2.76 to 3.82; these numbers show

the degree of observation of each indicator. The values closer to the upper limit mean the

indicator was more frequently observed. Positive and friendly to other relationships and active

engagement in learning are the most noticeable signs quantitatively, revealing that the learning

process is taking place. The indicators such as bullying, aggressive attitudes, and cheating led to
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a more severe issue. From the observational point of view, these matters strongly exist among

students to demonstrate areas that need improvement.

Table 14: Most Effective Wellbeing Indicators for Student Academic Outcomes

Indicator Mean

Engagement in Learning 3.53

Behaviour management 3.47

Emotional Resilience 3.18

Attendance and punctuality 3.18

Health & Wellness 2.88

Participation in Extra-curricular 3

activities

Inclusion support 3.29

Student-Teacher relationship 3.29

Student Voice 2.76

The mean ratings for the most effective well-being indicators for student academic

outcomes range from 2.76 to 3.53, with higher values showing higher perceived effectiveness—

engagement in Learning and Behavior Management.

Thematic Analysis

Written responses might elaborate on the importance of positive peer relationships and

engagement in learning for student wellbeing. Teachers may share anecdotes or examples of
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supporting these indicators in their classrooms, such as implementing cooperative learning

activities or fostering a culture of inclusivity.

Comments may also address specific challenges related to student attendance and

punctuality, with teachers suggesting strategies for improving these well-being indicators, such

as implementing incentives or providing additional support to students facing attendance issues.

Analysis

These findings highlight the significance of creating an environment in which students

feel appreciated also are motivated to be involved as much as possible. Additionally, thematic

analysis reveals that educators play an essential part in promoting student wellness using their

own behaviors during class sessions. Therefore, when considering the impact of their personal

emotional state on interacting with learners, it is logical to say that the teachers who prioritize

their well-being are likely to demonstrate higher levels of empathy, patience, and enthusiasm in

their interactions with students

3.0 Classroom Environment

The section provides a comprehensive overview of the classroom environment's impact

on student well-being and learning experiences, acknowledging the myriad factors that

contribute to this dynamic.

Table 15: Mean Ratings of Classroom Environment Factors

Factor Mean

Rating

Challenging 3.29
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Respectful 2.29

Collaborative 2.43

Critical Thinking 2.59

Resilience 3.14

Friendly 2.29

Supportive 1.71

Inclusive 1.57

Engaging 2.14

Disruptive behaviour 3.43

Stressful 3

Noise level 3

Overwhelming/ 3

sensory

Bullying 2.71

Aggression 2.71

Descriptive Analysis:

Factors with mean ratings closer to 1 indicate they are perceived as highly supportive of

student wellbeing. These include supportive, inclusive, and collaborative environments.

Factors with mean ratings closer to 3 suggest a moderate level of support. These include

challenging, critical thinking, resilience, and engaging environments.

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Factors with mean ratings closer to 5 indicate that they are perceived as less supportive of

student wellbeing. These include disruptive behaviour, stress, noise level, and

overwhelming/sensory environments.

4.0 Well-being support services

In this section, we evaluate how useful teacher well-being support resources and

strategies are at a school level, as well as what the teachers think. The data reveals the extent to

which such initiatives are considered to be effective among students by reflecting their impact on

student well-being and educational results.

The wellness services are evaluated with the help of mean ratings, with the ones having 3

are very close to mean ratings indicating an average effectiveness. The reviewing spotlights the

strengths including for example sensations rooms and nursing services. On the other hand the

following aspects that need improvements also come out such as counseling support and

educational psychology. By means of qualitative thematic analysis, we have seen that creation of

good classroom environment and consideration of student stress, behavior, and academic

achievement are salient issues.

Table 16: Mean Ratings of Wellbeing Support Services

Service Mean

Rating

Designated Wellbeing support 3

area/team

Counselling support 2.43

Educational Psychologist 2.29

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Designated calm/quiet areas 3

Sensory room 3.43

Library 2.57

Sports area 2.57

Forrest schools 2.14

Farm 2.14

Equestrian 2.43

Social & Emotional Animal 2.71

Timely breaks 2.43

Inclusion Team 2.71

Pastoral Team 2.57

Careers/Guidance Team 2.29

Nurse 2.71

Sensory resources 2.57

Descriptive Analysis:

Wellbeing support services with mean ratings closer to 3 indicate moderate effectiveness

in supporting student wellbeing. These include designated wellbeing support areas/teams,

calm/quiet areas, library, sports area, pastoral team, careers/guidance team, and sensory

resources.

Services with mean ratings closer to 2 may need improvement in their effectiveness.

These include counselling support, educational psychology, forest schools, and farms.
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Sensory room, equestrian, social & emotional animal, timely breaks, inclusion team, and

nurse have higher mean ratings, indicating a relatively higher level of effectiveness in supporting

student wellbeing.

Thematic Analysis

Teachers perceive the classroom environment as highly influential in student well-being.

They may describe specific practices or initiatives to create a supportive and inclusive classroom

culture, such as implementing positive behaviour management strategies or incorporating

mindfulness activities.

Responses may also highlight challenges related to classroom stress or disruptive

behaviour, with teachers discussing strategies for addressing these issues to enhance student

well-being and academic success.

Table 17: Mean Ratings of Support Strategies for Student Wellbeing

Strategy Mean

Rating

Teacher -Student Relationships 2.29

Positive peer relationships 2.14

Behaviour management 2.14

Engaging lessons/classroom 2.43

Clear rules & Boundaries 2.43

Communication to resolve conflicts 2.14

Acknowledging student success 1.86

Student views - listening to students 2.14

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opinions

Parent involvement 2

Support interventions: 2.43

Inclusion/EAL/Counselling

Empathy 2

Descriptive Analysis:

Strategies with mean ratings closer to 2 indicate moderate effectiveness in supporting

student well-being. These include teacher-student relationships, positive peer relationships,

behaviour management, engaging lessons/classroom, clear rules & boundaries, communication

to resolve conflicts, student views, parent involvement, support interventions, and empathy.

Acknowledging student success has a mean rating slightly below 2, suggesting that it

may be less effective in supporting student well-being than other strategies.

Thematic Analysis

The effectiveness of wellbeing support services varies, with some receiving more positive

feedback than others. Teachers may provide suggestions for improving access to support services

or increasing collaboration between educators and support staff to meet students' diverse needs

better.

Comments also emphasize the importance of holistic approaches to student well-being,

recognizing that factors such as teacher-student relationships and peer support significantly

support student mental health and academic achievement.

Conclusion
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The survey data provides highly expected information about stakeholders' personalities

who regard students and the practices enforced to guarantee their instructive environment.

Teachers have a deep knowledge of the multi-dimensional nature of well-being, which promotes

constructive partnership, engagement, and achievement factors in encouraging students' success.

PERMAH model thus gains its relevance as an inspirational model for advanced learning

outcomes based on the practical application of the approaches included in the model by teachers.

The suggestions provided through written responses are enriching as they explain the particular

plan to create a supportive in-classroom area and address the possible risk factors related to well-

being indicators.