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    Wellbeing and Education Research Community

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Wellbeing and Education Research Community

About this research community

Vision

Lead the building of capacity in wellbeing and self-care in education for I, we and us highlighting proactive actions across diverse areas of evidence-based wellbeing science in order to flourish at sector, state, national and international.

Values

  • To care for and about each other
  • To be curious and courageous
  • Be energised and energise others through our strengths
  • To do no harm
  • To be proactive with our contributions to the field of wellbeing and education
  • Appreciation, celebration, and awe

Program of work

Under the umbrella of wellbeing and education, our program of work brings together scholars, researchers and educators from various career trajectories and stages, with our overarching questions:

  • How do we conceptualise and define wellbeing through how we speak, behave, communicate?
  • What are the implications of adopting a proactive approach to wellbeing?
  • What transformative possibilities emerge when we prioritise wellbeing within educational frameworks?
  • How can we enhance wellbeing literacy across various contexts, and what systemic changes are necessary to support it?
  • What does wellbeing literacy entail in different relational and educational settings, such as partner relationships, caregiving roles, educational institutions, workplaces, and broader societal contexts?

Research community leader

Professor Narelle Lemon

Externally Funded Research
  • SheSpeaks: Amplifying Women's Voices for Wellbeing, Department of Communities (WA), Grants for Women Program, 2024 ‑ 2025, $9,094.

Impactful Publications and Resources

Books

Book Chapters

  • Hall, MP., Jones, LF., Lemon, N., Curry, AB. (2024). Tapestries of Teaching, Scholarship, and Personal Growth: Stories from a Community of Practice. Expanding the Visions of Faculty Learning Communities in Higher Education: Emerging Opportunities for Faculty to Engage Each Other in Learning, Teaching, and Support (282-302). Information Age Publishers.
  • Lemon, N. (2024). (Re)thinking care in higher education: A Pedagogy of Belonging as an individual and collective act in the academy. Expanding the Visions of Faculty Learning Communities in Higher Education: Emerging Opportunities for Faculty to Engage Each Other in Learning, Teaching, and Support. (343-370). Information Age Publishers.
  • Lemon, N., Higgins, J. (2023). Generating the place of self-compassion in higher education: An academic place of belonging as a catalyst of the COVID-19 pandemic. Practising Compassion in Higher Education: Caring for Self and Others through Challenging Times (33-50). Taylor and Francis. https://doi.org/10.4324/9781003315797-4.
  • Lemon, N., Harju-Luukkainen, H., Garvis, S. (2023). Caring for self and others through challenging times: Interrupting the pandemic with compassion and kindness in higher education. Practising Compassion in Higher Education: Caring for Self and Others through Challenging Times (1-12). Taylor and Francis. https://doi.org/10.4324/9781003315797-1.
  • Lemon, N., Garvis, S. (2023). The arts. Teaching Early Years: Curriculum, Pedagogy, and Assessment: Second Edition (84-99). Taylor and Francis. https://doi.org/10.4324/9781003296768-8.
  • Lemon, N., O'Brien, S., Van Vuuren, K. (2023). Pre-service teachers' perceptions of establishing professional connections on Instagram. Technological Innovations in Education: Applications in Education and Teaching (25-40). Springer Nature. https://doi.org/10.1007/978-981-99-2785-2_3.
  • McDonough, S., Lemon, N. (2022). CREATING CARE-FULL COMMUNITIES AFTER COVID: Supporting Care as a Strategy for Wellbeing in Teacher Education. Reconstructing Care in Teacher Education after COVID-19: Caring Enough to Change (179-188). Taylor and Francis. https://doi.org/10.4324/9781003244875-20.
  • Lemon, N. (2022). Reforming our acts of self-care in higher education: Developing a sense of self individually and collectively. Reflections on Valuing Wellbeing in Higher Education: Reforming our Acts of Self-care (1-12). Taylor and Francis. https://doi.org/10.4324/9781003213161-1.
  • McDonough, S., Lemon, N. (2022). Making mindful moments: Made artefacts as a form of data visualisation to monitor and respond to self-care and wellbeing. Creative Expression and Wellbeing in Higher Education: Making and Movement as Mindful Moments of Self-care (105-118). Taylor and Francis. https://doi.org/10.4324/9781003207863-9.
  • Hammond, K., Lemon, N. (2022). Peer reviewing journal articles: A duoethnographic exploration of emotion in the digitalised space. Reflections on Valuing Wellbeing in Higher Education: Reforming our Acts of Self-care (125-144). Taylor and Francis. https://doi.org/10.4324/9781003213161-12.
  • Lemon, N. (2022). Poetic inquiry: Transformational representations of wellbeing and self-care in higher education. Creative Expression and Wellbeing in Higher Education: Making and Movement as Mindful Moments of Self-care (1-18). Taylor and Francis. https://doi.org/10.4324/9781003207863-1.
  • Lemon, N., Harju-Luukainen, H., Garvis, S. (2022). Learning with and from One Another Valuing Self-care as a Part of the Higher-Degree Research Student and Supervisor Relationship. Supporting Student and Faculty Wellbeing in Graduate Education (176-189). Routledge. https://doi.org/10.4324/9781003268185-13.

Journal articles

  • Lemon, N., Turner, K. (2024). Unravelling the wellbeing needs of Australian teachers: a qualitative inquiry. The Australian Educational Researcher, 51(Article in press), 21 pages. https://doi.org/https://doi.org/10.1007/s13384-023-00687-9.
  • Gray, C., Lambert, K., & Green, T. (2023). “Being grateful for the crumbs”: Empathy, stress and vulnerability experienced by teaching-mothers in the performing arts in Australian schools. Teaching and Teacher Education, 134, 104298. https://doi.org/https://doi.org/10.1016/j.tate.2023.104298
  • Meng, H., Goopy, J. (2023). Early-career music teachers’ perspectives of their initial teacher education program in China. Research Studies in Music Education, xx(article in press), xx. https://doi.org/10.1177/1321103X231157190.
  • Goopy, J. (2023). Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values. Psychology of Music, 51(2), 624-639. https://doi.org/10.1177/03057356221101651.
  • Forbes, M., Goopy, J., Krause, AE. (2023). The experiential salience of music in identity for singing teachers. Musicae Scientiae: the journal of the European Society for the Cognitive Sciences of Music, 2023(Article in press), 17 pages. https://doi.org/https://doi.org/10.1177/10298649231198002.
  • Lemon, N., McDonough, S. (2023). “I Feel Like Nothing Else Will Ever Be This Hard”: The Dimensions of Teacher Resilience during the COVID-19 Pandemic. The Educational Forum, 87(4), 304-318. https://doi.org/10.1080/00131725.2023.2178564.
  • McDonough, S., Lemon, N. (2022). ‘Stretched very thin’: the impact of COVID-19 on teachers’ work lives and well-being. Teachers and Teaching: Theory and Practice, 2022(Article in press), TBD. https://doi.org/10.1080/13540602.2022.2103530.
  • Jefferson, S., Lowe, G. M., Gray, C., & Prout, P. (2022). The search for marigolds: Positive veteran teachers and why social support matters. Teachers and Teaching, 29(2), 150–163. https://doi.org/10.1080/13540602.2022.2151430
  • Goopy, J. (2022). Children’s identity work in daily singing-based music classes: A case study of an Australian boys’ school. Research Studies in Music Education, 44(3), 570-588. https://doi.org/10.1177/1321103X221109482.
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