Secondary Schools' Preparation for Roll-Out of Curriculum for Wales: Case Studies of Approaches to Health and Well-Being in the Context of National Education System Reform
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| Title: | Secondary Schools' Preparation for Roll-Out of Curriculum for Wales: Case Studies of Approaches to Health and Well-Being in the Context of National Education System Reform |
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| Language: | English |
| Authors: | Rochelle Embling (ORCID |
| Source: | Curriculum Journal. 2026 37(2):212-229. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, National Curriculum, Curriculum Development, Educational Change, Case Studies, Well Being, Secondary School Curriculum, Secondary Schools, Health Promotion, Compulsory Education, Expectation, Academic Achievement, Holistic Approach |
| Geographic Terms: | United Kingdom (Wales) |
| DOI: | 10.1002/curj.342 |
| ISSN: | 0958-5176 1469-3704 |
| Abstract: | Schools are increasingly positioned as key settings for promoting health behaviours and well-being. Curriculum for Wales (CfW) represents major national reform of the Welsh education system, placing unprecedented focus on health and well-being for learners in compulsory education (aged 3-16). Qualitative case studies across four schools in Wales explored staff perceptions of, and preparation for, roll out of CfW from September 2022. Interviews (n = 13) were conducted with a range of staff, including senior management, health and well-being leads and newly qualified teachers. Thematic analysis was used to summarise data into five overarching themes: 'reframing the system'; 'operationalising the reform'; identifying 'expectations for success'; 'national level barriers and facilitators'; and 'community and school-level barriers and facilitators'. Findings highlighted 'traditional' pressures on schools to maintain high academic performance, which were at odds with a 'holistic' view of life-long pupil development and health and well-being encouraged by the reforms. Where 'top-down' governance and professional culture were perceived to be leading factors influencing national implementation, support for partnership working was perceived to be a critical facilitator of delivery at the school level. Results suggest a need to support health and well-being practice of schools across multiple levels of the system, to develop structures that enable professional development and effective partnership working, and equip schools with the appropriate resources to respond to a changing environment. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503448 |
| Database: | ERIC |
| Abstract: | Schools are increasingly positioned as key settings for promoting health behaviours and well-being. Curriculum for Wales (CfW) represents major national reform of the Welsh education system, placing unprecedented focus on health and well-being for learners in compulsory education (aged 3-16). Qualitative case studies across four schools in Wales explored staff perceptions of, and preparation for, roll out of CfW from September 2022. Interviews (n = 13) were conducted with a range of staff, including senior management, health and well-being leads and newly qualified teachers. Thematic analysis was used to summarise data into five overarching themes: 'reframing the system'; 'operationalising the reform'; identifying 'expectations for success'; 'national level barriers and facilitators'; and 'community and school-level barriers and facilitators'. Findings highlighted 'traditional' pressures on schools to maintain high academic performance, which were at odds with a 'holistic' view of life-long pupil development and health and well-being encouraged by the reforms. Where 'top-down' governance and professional culture were perceived to be leading factors influencing national implementation, support for partnership working was perceived to be a critical facilitator of delivery at the school level. Results suggest a need to support health and well-being practice of schools across multiple levels of the system, to develop structures that enable professional development and effective partnership working, and equip schools with the appropriate resources to respond to a changing environment. |
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| ISSN: | 0958-5176 1469-3704 |
| DOI: | 10.1002/curj.342 |
