In response, to increased concern about the mental health and wellbeing of children and young people, schools have been deemed an ideal site for mental health promotion/intervention. Wellbeing has become a pillar of education curricula both in Ireland and internationally (Patel, Flisher, Hetrick, et al, 2007). Whilst the inclusion of wellbeing as a core goal of education has been broadly welcomed, there are concern about the potential unintended consequences of a simplified wellbeing agenda in schools (Simovska, 2016; Spratt 2017; Thorburn, 2018, Wright & McLeod 2015).  In addition, there is a dearth of research on how wellbeing policies are being enacted (Clarke et al., 2015). This research project aims to address this gap, by exploring the experiences of various ‘stakeholders’ (students, teachers and school leaders) to investigate the challenges, benefits, and barriers to wellbeing promotion at different levels of the school system. The overarching research questions include: ·         -How is the wellbeing enacted in schools? ·        - What are the views of school staff (principals, teachers, guidance counsellors, SNAs) towards the ‘wellbeing agenda’ – what do they see as the challenges, benefits, strengths and barriers? ·        -How is wellbeing in schools being experienced by students? What practices resonate with students and why? Are there tensions between the intended goals of wellbeing in schools and its lived impact on students?  This presentation will focus on a state-of-the-art review of literature on wellbeing education. It will also highlight preliminary findings from adult participants (school leaders and teachers) with regard to the enactment of wellbeing in second-level schools in Ireland.

This research will be guided by a state-of-the-art review approach (Grant & Booth, 2009), which will facilitate the integration and synthesis of literature, theory, and policy related to wellbeing education and its implementation in schools. Key themes emerging from this review will be critically discussed to highlight current trends, challenges, and opportunities within the field. Additionally, the research will employ participatory methods to engage with a diverse range of stakeholders, including school leaders, teachers, and students. Qualitative interviews and focus groups will be conducted with these three participant groups(teachers, school leaders and students), offering a comprehensive perspective on the enactment of wellbeing initiatives in schools. Interviews with teachers and school leaders are scheduled for spring 2025 and preliminary findings are expected to be shared during this presentation. The collected data will be analysed using Braun and Clarke’s Reflective Thematic Analysis (2023), which will enable an in-depth exploration of the themes, patterns, and insights that emerge from participants’ experiences and perspectives. This methodological approach will ensure a robust, contextually grounded understanding of the complexities surrounding wellbeing education in practice.

This paper offers a much-needed synthesis of contemporary issues in wellbeing education, examining the types of wellbeing initiatives being implemented in schools, the barriers and facilitators of effective practice, and the experiences of educators as they navigate the complexities of translating wellbeing policies into everyday school life. This focus is particularly important, as the perspectives of educators—who play a crucial role in implementing wellbeing initiatives—are often overlooked in existing research (Weare & Nind, 2011). By centring these experiences, this paper aims to bridge the gap between policy and practice, ensuring that school wellbeing is not only embedded in policy documents but is also meaningfully integrated in ways that foster genuine positive development. This research is grounded in the Irish context, where significant policy initiatives, such as the Department of Education’s Wellbeing Policy and Framework for Practice (2019), have sought to position wellbeing as a core pillar of the school ethos. As such, it will generate valuable insights for policymakers, educators, and researchers working within the Irish education system, helping to inform future priorities and initiatives in this area. At the same time, the review will draw connections to comparable international contexts, particularly across Europe and beyond, ensuring its relevance to a broader global audience. This research will provide critical insights into how wellbeing is experienced by students and highlight any unintended consequences of existing wellbeing policies by creating a platform for marginalised or ‘seldom heard’ young people, who often face barriers to meaningful participation in educational research (Nathan et al., 2023). The research will also explore the broader contextual factors shaping student wellbeing within school environments (Watson & Astor, 2025), and will contribute to a more inclusive, nuanced understanding of how wellbeing policies can be designed and implemented to truly meet the needs of all students.

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