Article: Pedagogy and Wellbeing

Synopsis

This article argues that student well-being, rooted in positive psychology, can be effectively promoted through selected classroom pedagogies, with the causal link underpinned by Self-Determination Theory (SDT). It traces the historical roots of well-being from Aristotelian Eudaimonia to modern positive psychology, highlighting its importance for academic success, personal growth, and mental health, especially during adolescence. The review examines how classroom pedagogy serves as a practical approach to implement theoretical ideas, evaluating educational approaches that build positive learning spaces and resilience. It identifies specific pedagogical strategies that promote well-being (e.g., collaborative learning, autonomy support, SEL) and contrasts them with those that obstruct it (e.g., excessive testing, strict discipline). The core of the argument is explained through SDT's three basic psychological needs—autonomy, competence, and relatedness—showing how supporting these needs through teaching methods fosters intrinsic motivation, engagement, and psychological health. The article concludes by emphasizing that aligning pedagogy with these needs creates a well-being culture in schools, leading to improved academic outcomes and holistic student development, particularly relevant for a case study in an international school setting.