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In this paper, the authors discuss their grounded research carried out with teachers about the wellbeing of teachers. They explore the importance of making the concept of wellbeing more intimate and consider hedonic and eudaimonic ways of looking at wellbeing. They present a model of layered reflection which illuminates key factors that have an impact on the wellbeing of teachers. [ABSTRACT FROM AUTHOR]

This article revisits a previous publication which questioned how Teaching Assistants (TAs) manage behaviour in mainstream English primary schools (Clarke and Visser, 2016). That paper highlighted the lack of specific research in the area and noted, that despite increases in research on TAs work, there remained a lack of understanding in relation to how TAs supported children's non‐academic or 'soft skills'. Following on from that, this article details the findings of a doctoral research project that investigated factors that constrained and supported TAs' management of behaviour. Using the findings from that research, this article offers answers to the to the question I outlined in the previous publication 'Teaching Assistants managing behaviour – who knows how they do it?' (Clarke and Visser, 2016). Concepts including TAs' understanding of their 'place', the impact of agency and how consistency in a range of areas influenced the agency TAs experienced in managing behaviour will be discussed. [ABSTRACT FROM AUTHOR]

With increasing concerns in the UK about the positive mental well‐being and flourishing of children, this research, using drama and creative writing with primary school teachers, children and a theatre company, looks at the links between creative processes and children's well‐being. This pedagogy applies a capability approach and we use this lens to examine children's critical reflections on the project. Interview data highlight the link between agency, social imagination and subjective well‐being. The study offers some concrete examples of the ways in which creative processes can move beyond an outcome‐based understanding of the curriculum by offering a legitimate space for children to explore their values and develop competencies which are crucial for well‐being in the 21st century. [ABSTRACT FROM AUTHOR]