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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
Language: English
Authors: Rochelle Embling (ORCID 0000-0001-9850-9603), Cara O'Donnell, Graham Moore (ORCID 0000-0002-6136-3978), Sara Jayne Long
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
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Rochelle+Embling%22">Rochelle Embling</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9850-9603">0000-0001-9850-9603</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cara+O'Donnell%22">Cara O'Donnell</searchLink><br /><searchLink fieldCode="AR" term="%22Graham+Moore%22">Graham Moore</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6136-3978">0000-0002-6136-3978</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+Jayne+Long%22">Sara Jayne Long</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Curriculum+Journal%22"><i>Curriculum Journal</i></searchLink>. 2026 37(2):212-229.
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  Data: 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
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  Data: Y
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  Data: 18
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22National+Curriculum%22">National Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Curriculum%22">Secondary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Promotion%22">Health Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Compulsory+Education%22">Compulsory Education</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Wales%29%22">United Kingdom (Wales)</searchLink>
– Name: DOI
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  Data: 10.1002/curj.342
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  Data: 0958-5176<br />1469-3704
– Name: Abstract
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  Data: 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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  Data: 2026
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        Value: 10.1002/curj.342
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      – Text: English
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        PageCount: 18
        StartPage: 212
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: National Curriculum
        Type: general
      – SubjectFull: Curriculum Development
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      – SubjectFull: Educational Change
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      – SubjectFull: Well Being
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      – SubjectFull: Secondary School Curriculum
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      – SubjectFull: Secondary Schools
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      – SubjectFull: Health Promotion
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      – SubjectFull: Compulsory Education
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      – SubjectFull: Holistic Approach
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      – SubjectFull: United Kingdom (Wales)
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