Published Researcher, Author, Lecturer at SACAP, Teacher Well-being Specialist, Founder of SATWI & The Well-being Initiative. Founding Editor of Teachers Matter. PhD Candidate. WOS 2025 Finalist.
the Teacher Coach SATWI – South African Teacher Well-Being Initiative
Introduction
The World Happiness Report 2025 (WHR 2025), published by the Wellbeing Research Centre at the University of Oxford in collaboration with Gallup and the UN Sustainable Development Solutions Network, provides a global analysis of happiness and well-being under the theme “caring and sharing” (Helliwell et al., 2025). Drawing on data from the Gallup World Poll, the commentary examines how benevolence, social connections, household dynamics, and prosocial behaviours shape happiness across diverse populations. For South Africa, a nation grappling with historical inequalities, socio-economic disparities, and educational challenges (Botha et al., 2023; Motala & Carel, 2022), these findings offer a vital framework to implement a holistic approach to whole-school well-being within the Curriculum and Assessment Policy Statement (CAPS) framework, which defines various phases of learning as the Foundation (Grades R–3), Intermediate (Grades 4–6), Senior (Grades 7–9), and Further Education and Training (FET, Grades 10–12) phases.
Whole-school well-being encompasses the physical, emotional, and spiritual vitality of learners, teachers, and the broader school community, fostering an environment where all stakeholders can thrive (Engelbrecht-Aldworth, 2023). South Africa’s education system faces significant challenges, including a literacy crisis, resource shortages, large class sizes, and trauma exposure, all of which undermine well-being and academic success (Spaull & Kotze, 2021; Fourie & de Klerk, 2024). The WHR 2025 highlights the importance of caring, social connections, and prosocial behaviours, resonating with local calls for trauma-informed pedagogies and teacher empowerment (Engelbrecht-Aldworth, Fourie, & Gardner, 2024a, 2024b; Botha & Hall, 2024). This article explores how the WHR 2025 findings can guide a holistic approach to whole-school well-being in South Africa, integrating spirituality as a culturally resonant framework to support learners, teachers, and communities.
As an activist for teacher well-being, researcher, author, teacher, lecturer, and coach, I draw on my engaged scholarship (Engelbrecht-Aldworth, 2021–2025) to offer a South African perspective on WHR 2025. This article integrates my works—such as Being Well While Teaching (Engelbrecht-Aldworth, 2025) and specific chapters within Teachers Matter – Volume I (Engelbrecht-Aldworth et al., 2024a) and Teachers Matter – Volume II (Engelbrecht-Aldworth et al., 2024b)—with diverse perspectives from global and local researchers (e.g., Ryff, 2014; van der Kolk, 2014; Christie, 2020; Seligman, 2011; Wissing et al., 2022) to ensure a balanced contribution to the field.
Key Findings of the World Happiness Report 2025
The WHR 2025 presents seven key findings that provide actionable insights into happiness and well-being, with direct relevance to South African schools. The first finding, from Chapter 2, centres on benevolence, noting that acts of kindness improved well-being in 2024, with benevolence levels 10% higher than pre-COVID-19 baselines (Aknin et al., 2025, p. 25). The second finding, from Chapter 3, highlights social connections through meal sharing, which reduces loneliness (Wang et al., 2025, p. 42). Chapter 4 reveals that happiness peaks in households of four (De Neve et al., 2025, p. 60), while Chapter 5 notes a 39% increase in youth lacking social support since 2006 (Layard et al., 2025, p. 78). Chapter 6 links prosocial behaviour to reduced “deaths of despair” (Sachs et al., 2025, p. 95), Chapter 7 connects trust and happiness (Helliwell et al., 2025a, p. 112), and Chapter 8 highlights cost-effective mental health interventions in low-income settings (Helliwell et al., 2025b, p. 130). However, the Gallup World Poll’s reliance on self-reported data introduces potential cultural biases.
In South Africa, where happiness may be expressed through communal resilience rather than individual satisfaction, the WHR’s Western-centric framing may overlook local nuances (Christie, 2020). For instance, the emphasis on meal sharing (Wang et al., 2025, p. 42) may not account for food scarcity in rural schools, requiring careful adaptation of these findings to the South African context.
Contextualising the Findings of the WHR (2025) to South Africa’s Educational Landscape
South Africa’s CAPS framework aims to promote holistic development, yet systemic barriers hinder well-being. Spaull and Kotze (2021) reveal that 78% of Grade 4 learners cannot read for meaning, perpetuating educational inequality. Resource scarcity—insufficient textbooks, overcrowded classrooms, and limited technology—hampers progress, particularly in rural areas (Botha et al., 2023). Motala and Carel (2022) report that post-COVID school closures led to a 200% increase in dropout rates among low-income learners, with rural schools experiencing a dropout rate of 15% in 2021. Large class sizes, often exceeding 40 learners, reduce individual attention (Fourie & de Klerk, 2024), while low teacher quality in under-resourced schools impacts student outcomes, with only 30% of teachers in rural areas meeting basic pedagogical standards (Van der Berg & Hofmeyr, 2023). Trauma exposure – violence, poverty, and family instability—affects both teachers and learners, with 60% of South African teachers reporting secondary traumatic stress (Engelbrecht-Aldworth et al., 2024a). Wood and Goba (2011) note that 25% of learners in some schools are orphaned or vulnerable, placing additional emotional burdens on teachers.
The WHR 2025’s emphasis on caring and social support offers a framework to address these challenges through a whole-school well-being approach. Spirituality, as a framework for meaning-making (Engelbrecht-Aldworth & Wort, 2021), provides a culturally resonant lens, supported by local research on its role in teacher coping (Wissing et al., 2022) and global perspectives on well-being (Ryff, 2014; Seligman, 2011).
A Holistic Approach to Whole-School Well-being
A holistic approach to whole-school well-being integrates physical, emotional, and spiritual dimensions, supporting learners, teachers, and the broader school community. Drawing on WHR 2025 findings, this section outlines strategies to foster well-being, incorporating spirituality as a guideline.
Fostering Learner Well-being Through Connection and Prosociality
WHR 2025’s social connection finding (Wang et al., 2025, p. 42) underscores the importance of reducing loneliness among learners. In South African schools, where 19% of young adults lack social support (Layard et al., 2025, p. 78), communal activities can foster belonging. “Ubuntu circles,” where learners share stories or discuss community issues, build connection and oral literacy (Engelbrecht-Aldworth, 2025). In a study of similar interventions, McCallum (2021) found that peer-led discussion groups in Australian schools increased learner engagement by 15%, suggesting potential efficacy in South Africa. In the Foundation Phase, this might involve storytelling about family traditions, while in the FET Phase, it could mean discussing social justice, aligning with Ubuntu’s emphasis on interconnectedness (Engelbrecht-Aldworth & Wort, 2021, p. 110). This resonates with WHR’s family bond findings (De Neve et al., 2025, p. 60) and African communal values (Christie, 2020).
Prosocial behaviour, linked to reduced despair (Sachs et al., 2025, p. 95), can be fostered through peer mentoring. In the Intermediate Phase, learners might assist younger peers with reading, boosting literacy and well-being (Engelbrecht-Aldworth, 2025). A South African study found that peer mentoring in urban schools improved reading scores by 10% over one academic year (Zuma & Maphalala, 2023), supporting this approach. This aligns with Ryff’s (2014) view of positive relations as a well-being pillar and Engelbrecht-Aldworth et al.’s (2024b) emphasis on service as a trauma-recovery mechanism. However, resource constraints may limit implementation, as 40% of rural schools lack basic learning materials (Botha et al., 2023).
Supporting Teacher Well-being Through Benevolence and Resilience
Teacher well-being is foundational to a whole-school approach. WHR 2025’s benevolence finding (Aknin et al., 2025, p. 27) suggests that acts of kindness enhance happiness for both the giver and the receiver. Schools can foster a culture of benevolence by encouraging teachers to support each other through peer mentoring or shared planning, reducing isolation (Engelbrecht-Aldworth, 2024c). McCallum (2021) reports that peer support groups in schools reduced teacher stress by 20%, a finding applicable to South Africa, where 70% of teachers report burnout due to administrative burdens (Fourie & de Klerk, 2024). Wissing et al. (2022) note that spirituality helps teachers cope with demands, with 65% of surveyed South African teachers reporting improved subjective well-being through spiritual practices. Mindfulness practices—rooted in spiritual awareness—can enhance resilience (Engelbrecht-Aldworth, 2025), aligning with WHR’s prosociality-despair link (Sachs et al., 2025, p. 95).
Trauma-informed training, as proposed by Engelbrecht-Aldworth et al. (2024a), equips teachers to manage secondary traumatic stress, aligning with global trauma research (van der Kolk, 2014). Fair duty schedules can further support well-being, as excessive administrative tasks contribute to 80% of teacher burnout cases (Engelbrecht-Aldworth, 2024d). Van der Berg and Hofmeyr (2023) advocate for professional standards, noting that only 50% of teachers in under-resourced schools receive adequate training, underscoring the need for systemic support.
Engaging the School Community Through Trust and Purpose
WHR 2025’s trust-happiness link (Helliwell et al., 2025a, p. 112) highlights the importance of trust within the school community. Schools can build trust by involving parents and community members in well-being initiatives, such as workshops on Ubuntu pedagogies (Engelbrecht-Aldworth, 2024b). A study in rural South African schools found that community involvement in school activities increased parental engagement by 25% (Zuma & Maphalala, 2023), fostering a sense of purpose. This aligns with WHR’s emphasis on purpose as a remedy for disconnection (Layard et al., 2025, p. 78). Wolhuter and van der Walt (2020) note that education fosters human flourishing, with 60% of community-engaged schools reporting improved learner well-being. Schools might host “hope days,” where learners, teachers, and parents create hope boards, linking literacy to shared goals (Engelbrecht-Aldworth, 2025). This aligns with Seligman’s (2011) emphasis on optimism in flourishing.
Systemic Interventions for Whole-School Well-being
WHR 2025’s finding on cost-effective interventions (Helliwell et al., 2025b, p. 130) is highly relevant for South Africa. Schools can implement low-cost mental health interventions, such as peer support groups, to address trauma and despair (Engelbrecht-Aldworth et al., 2024b). A pilot programme in Gauteng schools found that peer support groups reduced learner anxiety by 18% over six months (Zuma & Maphalala, 2023). Motala and Carel (2022) highlight the need for systemic support, noting that 70% of rural schools lack access to basic resources post-COVID. The National Development Plan 2030 aims to improve educational outcomes by 2030, targeting a 50% reduction in dropout rates through increased funding (National Planning Commission, 2012). The Department of Basic Education’s (DBE) 2023 well-being framework prioritises teacher mental health, with a goal to train 80% of teachers in trauma-informed practices by 2025 (Department of Basic Education, 2023). Spaull and Kotze (2021) recommend integrating literacy-focused activities into well-being initiatives, as 78% of Grade 4 learners struggle with reading, necessitating foundational interventions.
Well-being Across CAPS Phases
A whole-school well-being approach can be tailored to each CAPS phase, ensuring developmental appropriateness.
Foundation Phase (Grades R–3)
In the Foundation Phase, “Ubuntu circles” foster connection through shared storytelling, supporting emotional well-being and oral literacy (Engelbrecht-Aldworth, 2025). Teachers can model benevolence by creating safe spaces, aligning with Wood and Goba’s (2011) finding that 25% of learners in this phase are vulnerable. Mindfulness activities, such as breathing exercises, build resilience (Engelbrecht-Aldworth, 2025).
Intermediate Phase (Grades 4–6)
In the Intermediate Phase, peer mentoring fosters prosociality, with learners assisting each other in reading (Sachs et al., 2025, p. 95). Community engagement, such as parent-led storytelling events, builds trust (Helliwell et al., 2025a, p. 112). Vision boarding encourages purpose, linking literacy to aspirations (Engelbrecht-Aldworth, 2025).
Senior Phase (Grades 7–9)
In the Senior Phase, role-playing activities foster empathy, reducing conflict and enhancing well-being (Engelbrecht-Aldworth, 2024g). Peer support groups address disconnection (Layard et al., 2025, p. 78), while mindfulness practices support resilience (Engelbrecht-Aldworth, 2025). Community workshops on social issues build trust (Helliwell et al., 2025a, p. 112).
FET Phase (Grades 10–12)
In the FET Phase, trust-building debates on social issues foster civic engagement (Helliwell et al., 2025a, p. 112). “Hope days” with community involvement encourage purpose (Engelbrecht-Aldworth, 2025), while peer mentoring supports well-being (Sachs et al., 2025, p. 95). Teacher-led mindfulness sessions reduce stress (Engelbrecht-Aldworth, 2025).
Challenges and Considerations
Implementing a whole-school well-being approach faces challenges. Resource constraints in underfunded schools, where 40% lack basic materials (Botha et al., 2023), may limit activities like community workshops. Secular pushback against spirituality requires adaptations, such as framing Ubuntu as community (Engelbrecht-Aldworth, 2025). The literacy crisis, with 78% of Grade 4 learners unable to read for meaning (Spaull & Kotze, 2021), may hinder engagement in writing-based activities. Teacher burnout, affecting 70% of educators (Fourie & de Klerk, 2024), requires systemic support. Empirical validation of strategies like “Ubuntu circles” is needed, though pilot studies show promise (Zuma & Maphalala, 2023).
Conclusion
The WHR 2025 provides a transformative framework for implementing a holistic approach to whole-school well-being in South Africa, fostering connection, prosociality, trust, and purpose. By integrating spirituality, aligning with South African policies like the National Development Plan 2030, and addressing systemic challenges, schools can support learners, teachers, and communities, creating an environment where all can thrive.
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