A Contextual Approach to Designing, Implementing, and Adapting a Wellbeing Program: A case Study of the MARKERS Wellbeing Program for Educators
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Improving educator wellbeing presents a complex challenge due to the variety of influences on wellbeing at the individual, relational, and contextual (school and policy) levels. This complexity contributes to the gap between the effectiveness of positive psychology interventions (PPIs) and their real-world success. To bridge this gap, it is essential to understand and adapt to school context when integrating psychological interventions into educational settings. This study addresses this gap through an approach to developing an educator wellbeing program that embraces the idea of understanding and adapting to context. We use a theory of change approach to designing a program, that outlines the context, design rationale, activities, and outcomes of the program. The program is multi-level, targeting influences on educator wellbeing at the individual, relational, and contextual (school) levels. Additionally, it employs a multi-foci strategy, encompassing a range of activities that target different levels and allow for adaptation. We present a case study of program implementation in one school, exploring contextual factors, adapting the program accordingly, and evaluating the degree to which theory of change outcomes were achieved. Program participants experienced improved wellbeing and a relational space characterised by more positive interactions with colleagues. This design and case study contribute to the ongoing discourse on progressing towards context-specific, whole-school approaches to wellbeing.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it