In this case study from Queensland, we investigated how educators conceptualise and support student wellbeing. We firstly articulate what teachers understand of child poverty and how they respond, particularly with regard to effects of the Global Educational Reform Movement or GERM (Sahlberg, 2015). The schools were grappling with regentrification of the school-community, a challenge for providers of public education for children of families who are predominantly key workers. The data from interviews between the authors and school leaders lent itself to analyses informed by Bernstein’s (2000) concepts of rules and fields, including recognition, recontextualisation and realisation. We conclude with suggestions on how to draw upon our international research collaboration to drive a wellbeing policy environment that is in its infancy in Australia. References Australian Council of Social Services. (2022). Poverty in Australia 2022: A snapshot. University of New South Wales. https://povertyandinequality.acoss.org.au/a-snapshot-of-poverty-in-australia-2022/ Beckett, L. (2023, in press). Child poverty in Wales: Exploring the challenges for schooling future generations. University of Wales Press. Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. Revised Edition. Rowman and Littlefield. Dix, K., Ahmed, S.K., Sniedze-Gregory, S., Carslake, T., & Trevitt, J. (2020). Effectiveness of school-based wellbeing interventions for improving academic outcomes in children and young people: A systematic review protocol. Australian Council for Educational Research. Masschelein, J., & Simons, M. (2013). In defence of the school: A public issue. Translated by Jack McMartin. E-ducation, Culture and Society Publishers. Sahlberg, P. (2012). Sahlberg, P. (2012). How GERM is infecting schools around the world? https://pasisahlberg.com/
Teacher Education Ministerial Advisory Group (TEMAG). (2015). Action Now, Classroom Ready Teachers Report. Department of Education, Australian Government. World Health Organisation (WHO)(2021). Making every school a health promoting school: Global indicators and standards. Author. Wrigley, T., Lingard, B., & Thomson, P. (2012). Pedagogies of transformation: keeping hope alive in troubled times. Critical studies in Education, 53(1), 98-10.