Well-Being Discourses


Foregrounding the roles of health and wellness for learning

Principal Metaphors

  • Knowledge is … functioning
  • Knowing is … flourishing
  • Learner is … condition-sensitive agent
  • Learning is … meaning-making
  • Teaching is … orienting




Well-Being Discourses are concerned with the physical, mental, emotional, and/or social health of individuals. For the most part, these discourses are more concerned with the conditions of learning than the dynamics of cognition or approaches to teaching. Some consensus has arisen around the assertion that attending to learners’ well-being is integral to all aspects of formal education. Common themes, constructs, and associated discourses include:
  • Adaptive Coping (not to be confused with the Adaptive Coping of Organizational Learning) – strategies used to manage stress and stressful situations, which can include both positive tactics (e.g., resilience, problem solving) and negative tactics (e.g., denial, wishful thinking)
  • Biopsychosocial Model (George Engel, 1970s) – an attitude toward nurturing well-being that looks across biological, psychological, and socio-environmental aspects
  • Character Education – an umbrella notion that is most often encountered in discussions of the sorts of values, morals, self-images, behaviors, etc. that are hoped might be supported, both directly and indirectly, through formal education. The phrase has also been picked up by commercial interests, and many prepackaged programs are available for purchase.
  • Flourishing – a condition of vibrancy that goes beyond well-being, arising from good mental and physical health
  • Health Psychology (Health Care Psychology) – a branch of psychology concerned with the study and integration of behavioral, mental, physiological, social, and environmental factors for better health
  • Values Education (Value Education) – an umbrella notion applied to any process – formal or informal, explicit or implicit, deliberate or accidental – by which one develops one’s sense of what is appropriate and inappropriate. Subdiscourses include:
    • Explicit Values Education – any version of Values Education that is associated with formal and explicit programs, including religious education and citizenship education


In many ways, Well-Being Discourses might be viewed as reactionary, arising in response to deeply entrenched beliefs in the separations of mind from body and self from other. These dichotomies, which are hallmarks of Correspondence Discourses, are commonly cited as the sources of traditional schooling’s emphases on suppressing both bodily action and social interaction – moves that, if not directly compromising to personal well-being, certainly do not contribute to health and wellness.


  • Adaptive Coping (of Well-Being Discourses)
  • Biopsychosocial Model
  • Character Education
  • Explicit Values Education
  • Flourishing
  • Health Psychology (Health Care Psychology)
  • Values Education

Map Location

Please cite this article as:
Davis, B., & Francis, K. (2021). “Well-Being Discourses” in Discourses on Learning in Education. https://learningdiscourses.com.

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