Despite frequent discussions, there is no widely accepted definition of well-being in the academic literature. Given the lack of consensus around the term “well-being” in both research and educational contexts, we have created the following working definition.
We use the hyphenated term “well-being” to refer to a composite state of existence. Thus, a person who is well, will experience their being as a stable equilibrium of their physical, mental/emotional, and environmental dimensions. Factors that threaten any one or more of these three states of being may disrupt this equilibrium and result in unwell-being.
In our exploration of well-being, it’s crucial to consider it as a holistic concept encompassing multiple dimensions. Here’s how we can define the key aspects of well-being in a way that resonates with our work in education:
- Physical Well-Being: This refers to the ability to maintain a healthy quality of life, enabling individuals to engage in daily activities without undue physical strain. It’s about being active, feeling energized, and taking care of one’s body.
- Mental/Emotional Well-Being: This aspect relates to having a positive state of mind that equips individuals to cope with life’s stresses. It involves emotional resilience, self-awareness, and the capacity to manage challenges effectively.
- Environmental Well-Being: This dimension highlights the importance of valuing our connections with the spaces we inhabit and the people we interact with. It emphasizes how our environments—whether physical, social, or emotional—affect our overall well-being.
Together, these three dimensions create a holistic balance that we can visualise as a triangular “see-saw.” A student exhibiting overall well-being is one who maintains equilibrium among physical, mental/emotional, and environmental well-being. This model aligns with other well-known frameworks, such as te whare tapa whā (Durie, 1985) and PERMA+ (Seligman, 2011).
