The Positive School Culture Management and Student Wellbeing
Keywords:
well being, School management, parental partnership
Abstract
Education is an important asset to build intelligent and civilized people for the future of a nation. One obstacle that hinders effective education in Indonesia is that schools have not optimally considered the importance of well-being for the success of student education. This study is a qualitative organizational ethnography study that examines how state junior high school organizations try to create student well-being. Data and information collection was carried out with three main activities: observation of student learning activities in class and school, interviews with principals, teachers, and students, and school document studies. The results of this study indicate that the school's ability to communicate and establish partnerships with parents is the main key to building student well-being. Schools that have strong partnerships with parents can make students prosperous because they can develop and grow optimally, have a sense of autonomy; have good social relations with teachers and peers; and get satisfactory recognition from parents as the closest and most important people to them.
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References
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Perkins, D. F., Syvertsen, A. K., Mincemoyer, C., Chilenski, S. M., Olson, J. R., Berrena, E., Greenberg, M., & Spoth, R. (2016). Thriving in School: The Role of Sixth-Grade Adolescent–Parent–School Relationships in Predicting Eighth-Grade Academic Outcomes. Youth & Society, 48(6), 739–762. https://doi.org/10.1177/0044118X13512858
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Rodríguez, S., Regueiro, B., Piñeiro, I., Valle, A., Sánchez, B., Vieites, T., & Rodríguez-Llorente, C. (2020). Success in mathematics and academic wellbeing in primary-school students. Sustainability, 12(9), 3796.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Schinkel, A., de Ruyter, D., & Steutel, J. (2010). Threats to autonomy in consumer societies and their implications for education. Theory and Research in Education, 8(3), 269–287.
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. Oecd Publishing.
Sharma, R., Henneman, L., Qadri, A., & Vignoles, L. (2017). Global youth wellbeing index. Baltimore, MD: International Youth Foundation.
Svane, D., Evans, N., & Carter, M.-A. (2019). Wicked wellbeing: Examining the disconnect between the rhetoric and reality of wellbeing interventions in schools. Australian Journal of Education, 63(2), 209–231.
Theimann, M. (2016). School as a space of socialization and prevention. European Journal of Criminology, 13(1), 67–91. https://doi.org/10.1177/1477370815597254
Thornberg, R. (2008). Values education as the daily fostering of school rules. Research in Education, 80(1), 52–62.
Weare, K. (2010). Promoting mental health through schools. In Promoting health and wellbeing through schools (pp. 36–53). Routledge.
Wesley, B. C., Pryce, J., & Samuels, G. M. (2020). Meaning and essence of child well-being according to child prosperity professionals. Child and Adolescent Social Work Journal, 37(4), 425–441.
Aldridge, J. M., Fraser, B. J., Fozdar, F., Ala’i, K., Earnest, J., & Afari, E. (2016). Students’ perceptions of school climate as determinants of wellbeing, resilience and identity. Improving Schools, 19(1), 5–26.
Anderson, D. L., & Graham, A. P. (2016). Improving student wellbeing: Having a say at school. School Effectiveness and School Improvement, 27(3), 348–366.
Brooks, F. (2010). The health of children and young people. In Promoting Health and Wellbeing through Schools (pp. 20–35). Routledge.
Collins, A. B. (2002). Does a School Make a Difference? Perceptions of an ‘Effective School.’ European Educational Research Journal, 1(3), 429–444. https://doi.org/10.2304/eerj.2002.1.3.3
Coulombe, S., Hardy, K., & Goldfarb, R. (2020). Promoting wellbeing through positive education: A critical review and proposed social ecological approach. Theory and Research in Education, 18(3), 295–321.
DeWit, D. J., Offord, D. R., Sanford, M., Rye, B. J., Shain, M., & Wright, R. (2000). The effect of school culture on adolescent behavioural problems: Selfesteem, attachment to learning, and peer approval of deviance as mediating mechanisms. Canadian Journal of School Psychology, 16(1), 15–38.
Fabian, H. (2003). Managing the start of school for children from dysfunctional families. Management in Education, 17(5), 30–32.
Frydenberg, E., Care, E., Chan, E., & Freeman, E. (2009). Interrelationships between coping, school connectedness and wellbeing Erica Frydenberg. Australian Journal of Education, 53(3), 261–276.
Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to define, assess, and transform it. ASCD.
Hand, M. (2020). On the necessity of school punishment. Theory and Research in Education, 18(1), 10–22. https://doi.org/10.1177/1477878520907039
Heldal, F., & Dehlin, E. (2021). In Search of Autonomy: Dancing With Rules. Frontiers in Psychology, 12, 717590.
Hurd, N. M., Hussain, S., & Bradshaw, C. P. (2018). School Disorder, School Connectedness, and Psychosocial Outcomes: Moderation by a Supportive Figure in the School. Youth & Society, 50(3), 328–350. https://doi.org/10.1177/0044118X15598029
McCreery, M. P. (2016). Temperament as a Behavioral Construct: Assessing the Classroom Environment and Student–Teacher Relationship. Intervention in School and Clinic, 51(4), 238–243. https://doi.org/10.1177/1053451215589176
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
Perkins, D. F., Syvertsen, A. K., Mincemoyer, C., Chilenski, S. M., Olson, J. R., Berrena, E., Greenberg, M., & Spoth, R. (2016). Thriving in School: The Role of Sixth-Grade Adolescent–Parent–School Relationships in Predicting Eighth-Grade Academic Outcomes. Youth & Society, 48(6), 739–762. https://doi.org/10.1177/0044118X13512858
Porumbu, D., & Necşoi, D. V. (2013). Relationship between parental involvement/attitude and children’s school achievements. Procedia-Social and Behavioral Sciences, 76, 706–710.
Reis-Dennis, S. (2020). Understanding autonomy: An urgent intervention. Journal of Law and the Biosciences, 7(1), lsaa037.
Rodríguez, S., Regueiro, B., Piñeiro, I., Valle, A., Sánchez, B., Vieites, T., & Rodríguez-Llorente, C. (2020). Success in mathematics and academic wellbeing in primary-school students. Sustainability, 12(9), 3796.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Schinkel, A., de Ruyter, D., & Steutel, J. (2010). Threats to autonomy in consumer societies and their implications for education. Theory and Research in Education, 8(3), 269–287.
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. Oecd Publishing.
Sharma, R., Henneman, L., Qadri, A., & Vignoles, L. (2017). Global youth wellbeing index. Baltimore, MD: International Youth Foundation.
Svane, D., Evans, N., & Carter, M.-A. (2019). Wicked wellbeing: Examining the disconnect between the rhetoric and reality of wellbeing interventions in schools. Australian Journal of Education, 63(2), 209–231.
Theimann, M. (2016). School as a space of socialization and prevention. European Journal of Criminology, 13(1), 67–91. https://doi.org/10.1177/1477370815597254
Thornberg, R. (2008). Values education as the daily fostering of school rules. Research in Education, 80(1), 52–62.
Weare, K. (2010). Promoting mental health through schools. In Promoting health and wellbeing through schools (pp. 36–53). Routledge.
Wesley, B. C., Pryce, J., & Samuels, G. M. (2020). Meaning and essence of child well-being according to child prosperity professionals. Child and Adolescent Social Work Journal, 37(4), 425–441.
Published
2026-07-29
How to Cite
Eskasasnanda, I. (2026). The Positive School Culture Management and Student Wellbeing . Studies in Learning and Teaching, 7(2). https://doi.org/10.46627/silet.v7i2.847
Section
Articles
