Positive educative programme: A whole school approach to supporting children’s well-being and creating a positive school climate: a pilot study

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4 Citations (Scopus)

Abstract

Purpose

The purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach with a focus on developing children’s positive emotions and strengths.

Design/methodology/approach

A process and impact evaluation was performed within the context of two schools piloting the programme. Employing questionnaires and interviews, the evaluation sought to examine the implementation of PEP, participants’ experiences with key components and the programme impact of PEP.

Findings

The findings reveal largely positive attitudes towards PEP. Staff and parents were positive about the core components of PEP. Results from standardised questionnaires provide preliminary evidence about the positive impact of PEP on children’s self-reported well-being and problem behaviour, teachers’ awareness of children’s strengths and overall school climate. The provision of practical strategies and activity-based resources was considered essential to the ongoing implementation of PEP.

Research limitations/implications

This study reports on findings from two implementation schools and therefore lacks generalisability. Further research using more robust research methods exploring the effectiveness of PEP when compared with “business as usual” is needed.

Originality/value

School frameworks aimed at creating a positive school climate and promoting well-being at the whole school level have not been carried out in the Netherlands to date. The results from this study provide a unique insight into the implementation and perceived impact of a whole school framework in the context of two primary schools.

Original languageEnglish
Pages (from-to)215-230
Number of pages16
JournalHealth Education
Volume117
Issue number2
DOIs
Publication statusPublished - 2017

Fingerprint

school climate
Climate
well-being
Education
school
education
Netherlands
primary school
Research
evaluation
teachers' behavior
questionnaire
Mental Competency
Emotions
research method
Parents
parents
emotion
Interviews

Keywords

  • Education
  • Mental and physical well-being
  • Primary schools
  • Qualitative methods
  • School environment
  • The Netherlands

Cite this

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title = "Positive educative programme: A whole school approach to supporting children’s well-being and creating a positive school climate: a pilot study",
abstract = "PurposeThe purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach with a focus on developing children’s positive emotions and strengths.Design/methodology/approachA process and impact evaluation was performed within the context of two schools piloting the programme. Employing questionnaires and interviews, the evaluation sought to examine the implementation of PEP, participants’ experiences with key components and the programme impact of PEP.FindingsThe findings reveal largely positive attitudes towards PEP. Staff and parents were positive about the core components of PEP. Results from standardised questionnaires provide preliminary evidence about the positive impact of PEP on children’s self-reported well-being and problem behaviour, teachers’ awareness of children’s strengths and overall school climate. The provision of practical strategies and activity-based resources was considered essential to the ongoing implementation of PEP.Research limitations/implicationsThis study reports on findings from two implementation schools and therefore lacks generalisability. Further research using more robust research methods exploring the effectiveness of PEP when compared with “business as usual” is needed.Originality/valueSchool frameworks aimed at creating a positive school climate and promoting well-being at the whole school level have not been carried out in the Netherlands to date. The results from this study provide a unique insight into the implementation and perceived impact of a whole school framework in the context of two primary schools.",
keywords = "Education, Mental and physical well-being, Primary schools, Qualitative methods, School environment, The Netherlands",
author = "Elfrink, {Teuntje R.} and Goldberg, {Jochem M.} and Schreurs, {Karlein M.G.} and Bohlmeijer, {Ernst T.} and Clarke, {Aleisha M.}",
year = "2017",
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T1 - Positive educative programme

T2 - A whole school approach to supporting children’s well-being and creating a positive school climate: a pilot study

AU - Elfrink, Teuntje R.

AU - Goldberg, Jochem M.

AU - Schreurs, Karlein M.G.

AU - Bohlmeijer, Ernst T.

AU - Clarke, Aleisha M.

PY - 2017

Y1 - 2017

N2 - PurposeThe purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach with a focus on developing children’s positive emotions and strengths.Design/methodology/approachA process and impact evaluation was performed within the context of two schools piloting the programme. Employing questionnaires and interviews, the evaluation sought to examine the implementation of PEP, participants’ experiences with key components and the programme impact of PEP.FindingsThe findings reveal largely positive attitudes towards PEP. Staff and parents were positive about the core components of PEP. Results from standardised questionnaires provide preliminary evidence about the positive impact of PEP on children’s self-reported well-being and problem behaviour, teachers’ awareness of children’s strengths and overall school climate. The provision of practical strategies and activity-based resources was considered essential to the ongoing implementation of PEP.Research limitations/implicationsThis study reports on findings from two implementation schools and therefore lacks generalisability. Further research using more robust research methods exploring the effectiveness of PEP when compared with “business as usual” is needed.Originality/valueSchool frameworks aimed at creating a positive school climate and promoting well-being at the whole school level have not been carried out in the Netherlands to date. The results from this study provide a unique insight into the implementation and perceived impact of a whole school framework in the context of two primary schools.

AB - PurposeThe purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach with a focus on developing children’s positive emotions and strengths.Design/methodology/approachA process and impact evaluation was performed within the context of two schools piloting the programme. Employing questionnaires and interviews, the evaluation sought to examine the implementation of PEP, participants’ experiences with key components and the programme impact of PEP.FindingsThe findings reveal largely positive attitudes towards PEP. Staff and parents were positive about the core components of PEP. Results from standardised questionnaires provide preliminary evidence about the positive impact of PEP on children’s self-reported well-being and problem behaviour, teachers’ awareness of children’s strengths and overall school climate. The provision of practical strategies and activity-based resources was considered essential to the ongoing implementation of PEP.Research limitations/implicationsThis study reports on findings from two implementation schools and therefore lacks generalisability. Further research using more robust research methods exploring the effectiveness of PEP when compared with “business as usual” is needed.Originality/valueSchool frameworks aimed at creating a positive school climate and promoting well-being at the whole school level have not been carried out in the Netherlands to date. The results from this study provide a unique insight into the implementation and perceived impact of a whole school framework in the context of two primary schools.

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KW - Mental and physical well-being

KW - Primary schools

KW - Qualitative methods

KW - School environment

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