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Classroom management of children through health promoting lenses: conception of social well-being among primary school teachers

Jogy George,N. R. S. Babu

Published 2025 in Health Education

ABSTRACT

PurposeIn the contemporary education system, the healthy development of children is a pivotal objective. As a result, the social well-being of children became a significant component of classroom management. The aim of the study was to explore how primary school teachers in central Kerala comprehend social well-being while managing child learners. This was strategically carried out by examining embedded conceptions about social well-being in descriptions of student management by teachers.Design/methodology/approachThe data utilised in the current paper were obtained through in-depth interviews with teachers employed in government primary schools in central Kerala, India. The refined data were then subjected to manual thematic analysis.FindingsFour distinct themes were identified from the data. It included social well-being as absence of disruptions, social well-being as quality relationships, social well-being as classroom belongingness and social well-being as active classroom engagement. The study asserts that teachers' conceptions were more focused on creating a well-balanced social atmosphere in the classroom, which can improve the sense of well-being among all, rather than the social well-being of individual child learners with respect to their social context.Originality/valueThe knowledge generated by the present study is noteworthy since it deals with the comprehension of teachers regarding social well-being in managing child learners. Further, the study delves into areas such as conceptions regarding social well-being (how), the components of social well-being teachers focus on for management practices (what) and the reasons for selecting the particular focus domains (why).

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