Vishwanathan, Pooja (2021) Learner wellbeing in high schools : a mixed methodological investigation in the Indian context. PhD thesis, University of Warwick.

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Abstract

Background: In 2016, UNESCO recognized ‘learner wellbeing’ to be of importance to learner cognitive gain and academic achievement, global education policy, peace and development. The wake of globalization and subsequent evolution of education challenged educational stakeholders and young learners in numerous ways. This theme holds significance in the Indian context, particularly. The country is an emerging superpower nation and ranks as the third largest education system in the world; studies, however, report sharply deteriorating levels of wellbeing amongst the youth, in India. High levels of anxiety, depression and suicidal tendencies have gripped and are crippling a large number of young people in the Indian context. Previous research on learner mental health in the Indian context analyzed several moderators that act as detrimental to wellbeing. However, there appear to be no known studies that have investigated whether and how curricula influence the learner wellbeing narrative. This thesis, therefore, particularly focusses on analyzing ‘learner wellbeing’ between two distinct, dominating curricula in the Indian Education System; the State Board curriculum and the IB (International Baccalaureate) curriculum: a system for the affluent.
Methods: To address this objective, a mixed methods research study was undertaken in Mumbai (India). 100, high school students (15 & 17 years of age) participated in the study - 50 from the State Board curriculum and 50 from the IB curriculum. The investigation was conducted in two phases. In phase 1, The Warwick Edinburgh Mental Health and Wellbeing Scale (WEMWBS) was distributed amongst the participants (N=100). Phase 2 investigated the reasons behind the quantitative findings, using a series of semi-structured interviews. For the interviews, 20 participants (10 participants from each curriculum) were invited to volunteer from the 100-participant sample XVII employed for the quantitative research. Independent sample t – testing and thematic analysis were used to analyze both sets of data, respectively.
Results: The findings of this study revealed that curriculum type did significantly influence the learner mental health narrative. On comparing levels of wellbeing between both curricula groups, State Board Curriculum School students were found to have poorer levels of wellbeing, compared to IB Curriculum School students. The State Board Curriculum School students had a wellbeing mean score of 49.34 and the latter set reported a mean score of 58.20. These results were reaffirmed by qualitative findings, establishing that an international curriculum such as the IB and its practices fostered better mental health and higher levels of wellbeing amongst the youth.
Conclusion: Having identified differences in levels of wellbeing between the State and the IB curricula and analyzing the reasons for this, the thesis addresses a pertinent issue in the context of Indian education. Given the country’s limitations and challenges with wholly embracing an international curriculum, the author proposed a psycho-educational grit model in order to enhance learner wellbeing in the Indian context. Establishing ‘grit’ and ‘strengths-based’ interventions at its core, the model proposes economically feasible methods to fostering learner wellbeing. The proposition is cost effective and requires minimal intervention/resources from governmental bodies. The thesis also makes specific recommendations for educators and parents to foster better mental health amongst young people.

Item Type:	Thesis (PhD)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Library of Congress Subject Headings (LCSH):	Well-being, High school students -- Mental health, High school students -- India -- Psychology
Official Date:	20 August 2021
Dates:	Date Event 20 August 2021 UNSPECIFIED
Institution:	University of Warwick
Theses Department:	Centre for Education Studies
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Abbott, Ian, 1955- ; Biggerstaff, Deborah
Format of File:	pdf
Extent:	xii, 410 pages : illustrations
Language:	eng

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