Our framework of well-being is based on several educational theories, and reflects a synthesized approach to what we know about:
- the conditions needed for educators and students to do their best work
- the competencies that educators and students must acquire through multi-tiered systems of support, and
- the culminating celebrations of educators and students thriving in any given system.
An extensive literature review was conducted in creating the research base for the K-12 In Focus well-being curriculum. Our initial search included keywords such as wellness, social and emotional learning, SEL, PBIS, RTI, PLC Results Cycle, MTSS, deep learning, early warning systems, and universal screeners.
In Focus K-12 and Educator Well-Being curriculum is based on educational and psychological research. Our theories and practices are based on a synthesis of established research frameworks such as Maslow’s Hierarchy of Needs (1943), Vygotsky’s zone of proximal development (1978), Erikson’s stages of psychosocial stages of development (1963), and Katz’s stages of teacher development (1972).
Applying these educational theories to current teaching conditions, we provide coordinated efforts to support greater teacher self-efficacy (Donahoo, Hattie, Eells, 2018), greater teacher engagement (Bandura, 1997), and greater teacher retention (Hughes, 2012).
Our lesson plans are based on the high-impact strategies (Hattie, 2012; Marzano, 2001). Additionally, our strategies are CASEL-aligned and incorporate CASEL-advocated teaching strategies (Durlak et al., 2011).
Additionally, the curriculum brings alignment to district priorities and initiatives including:
- Response to Intervention (RTI)
- Positive Behavior Intervention and Supports (PBIS)
- Restorative Practice
- Deep Learning
These frameworks not only provide direction in explicitly teaching for well-being, they also provide systems for collecting behavioral data that guide intervention systems.