Toward a Framework for Educational Leadership for Well-being

Abstract

In the United States, youth well-being is at risk. In October of 2021, the American Academy of Pediatrics and others declared a national state of emergency in children’s mental health. What is more, for the millions of students in U.S. public schools who are labeled English learners, the more universal challenges to their well-being can be compounded by factors such as
losses during the immigration process, or discrimination and exclusion in schools and society. This paper responds to these obstacles for youth by working toward defining a framework for educational leadership for well-being. Informed by previous literature, our definition of well-being extends beyond individual wellness and involves equipping youth to create a better world. Further, we comprehend leadership as being distributed, extending across sectors, and requiring ongoing partnership with youth and their communities. Informed by both the literature and our research-practice partnership aimed at understanding and improving youth well-being, our framework emphasizes the following when thinking about leadership efforts to support well-being: 1) wellbeing is situated; 2) well-being can be supported systemically; and 3) supports for youth well-being should consider youth’s conceptualizations of well-being, and of their community. This framework thus invites researchers and educational leaders alike to work in increasingly distributed ways, actively involving youth and the community when tackling matters of well-being and equity.