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Well-being in schools: Chinese and New Zealand approaches

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Abstract

Educational authorities across countries are concerned to promote the well-being of their children. We discuss the approach that two systems, China and New Zealand, have adopted to support the development of well-being. The Chinese system has roots in the Confucian education tradition, Westernization Movement, and Soviet education lessons. It is characterised by a specialist role, the Banzhuren. The contemporary New Zealand system includes the explicit identification of values and competencies for well-being in curricula and system data about development during the school years. Both systems for promoting have weaknesses and strengths and we argue can learn from each other.

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Authors and Affiliations

  1. Woolf Fisher Research Centre, The University of Auckland, Auckland, New Zealand

    Stuart McNaughton

  2. Municipal Institute for Lifelong Education, East China Normal University, Shanghai, China

    Jiacheng Li

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  1. Stuart McNaughton
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  2. Jiacheng Li
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Correspondence to Stuart McNaughton or Jiacheng Li.

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McNaughton, S., Li, J. Well-being in schools: Chinese and New Zealand approaches. Educ Res Policy Prac 21, 125–141 (2022). https://doi.org/10.1007/s10671-021-09296-8

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