According to VanderWeele (2017), flourishing involves five key domains of well-being: happiness and life satisfaction, physical and mental health, meaning and purpose, character and virtue, and close social relationships. This comprehensive framework highlights that true flourishing requires balance and growth across multiple dimensions of life. In schools, this means moving beyond a narrow focus on grades and test scores to support students in developing a sense of purpose, resilience, and connection with others.

Defining flourishing in education begins with identifying what students need to succeed not only academically but also personally and socially. A flourishing student is one who feels supported, capable, and motivated to contribute positively to their community. Schools can promote this by fostering environments where kindness, respect, and inclusivity are central values—principles that align with the most recent findings of Barker’s ongoing, ten-year longitudinal study. These values provide the foundation for nurturing relationships and a sense of belonging, which are critical to flourishing.

Measuring flourishing, however, is a complex challenge. VanderWeele suggests that quantitative and qualitative measures can capture different aspects of well-being. Surveys that assess happiness, social connections, and character strengths, combined with qualitative interviews and observations, offer a fuller picture of how students are thriving. For example, in Barker’s research, students have consistently highlighted the importance of integrated academic and co-curricular experiences, which contribute to their overall sense of balance and growth.

Why does flourishing matter? Research shows that students who flourish are more likely to engage meaningfully with their studies, demonstrate resilience in the face of challenges, and build positive relationships. Moreover, schools that prioritise flourishing prepare students not just for academic success but for a life of purpose, integrity, and well-being.

Ultimately, flourishing in education is about creating conditions where students can thrive in every sense—intellectually, emotionally, and socially. By adopting a holistic framework like VanderWeele’s, schools can ensure their practices and policies are aligned with the broader goal of helping students lead fulfilling and meaningful lives. In doing so, they contribute to a vision of education that values human flourishing as the ultimate goal.

Further reading

Scott, T., Hill, M., & Layton, S., (2024) The Barker Journey – Year 8, 2024: Looking to Flourish in an Evolving Educational Landscape. Learning in Practice, 8 (1), 13-34. https://bit.ly/BarkerJourney2024

VanderWeele, Tyler J., (2017) On the promotion of human flourishing. Proceedings of the National Academy of Sciences, 114 (31), 8148-8156. https://www.pnas.org/doi/pdf/10.1073/pnas.1702996114

Dr Timothy Scott

Tim has held various leadership roles in schools in Australia and abroad for the past 24 years, alongside teaching history and modern languages. He is currently Research Principal at the Barker Institute, the school-based educational research centre at Barker College. His research interests include intercultural and interlingual learning and teaching, refugee education, and the role of student voice in improving educational practice. Tim believes embedding research informed practice has become increasingly important and is the mark of contemporary schools, empowering their teachers as experts and enabling their learners to thrive. He is one of the lead researchers for the Barker Institute’s ongoing, decade-long longitudinal study, the Barker Journey. Concurrently with his educational research responsibilities, Tim teaches History and Global Studies at Barker. Tim’s PhD investigated socio-political influences on contemporary German conceptions of history and archaeology.