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The decrease in well-being of school leaders has become an area of concern among scholars and practitioners around the world. Globally, increasing social, political, economic, educational, and professional demands faced by school administrators have led to an unmanageable workload, stress, burnout, and a lack of work–life balance. However, some principals thrive amidst challenges and are recognized by various national and international awards as outstanding school leaders. Examining the challenges that award-winning school principals face can both prevent conditions that decrease their well-being and help understand coping strategies and support systems necessary for successful school leadership. Our study examined the sense of flourishing among the national award-winning principals in the Canada’s Outstanding Principals (COP) program that recognizes outstanding contributions of principals in publicly funded schools. In this article, we describe participants’ perceptions regarding the significance of principal well-being, barriers and challenges to their well-being, coping strategies to promote and sustain their well-being, and necessary policy and school system supports for enhanced principal well-being.

With research pointing to increased levels of stress and work demands on school leaders, attention has turned to examining the factors that contribute to their well-being. Studies have also shown that many school administrators not just survive but also thrive in their work and succeed despite work-related challenges. Furthermore, some principals experience flourishing at work, which is characterized by optimal functioning, feeling good, and achieving a balanced life. Our study examined the sense of flourishing of the national award-winning principals in the Canada's Outstanding Principals program, which recognized outstanding contributions of principals in publicly funded schools. In this article, we describe the participants' perceptions in relation to the following constructs in the overall flourishing: flow, thriving, resilience, and grit. This study highlights the conditions, behaviours, mindsets, and characteristics that are critical for the well-being of school administrators.

The current wellness crisis among graduate students calls on institutions of higher education to act and advocate for student thriving. While existing research on human thriving provides insight into how this experience of positive functioning can be understood across the lifespan, what it means to thrive within graduate programs—and by extension, how to support students in their ability to thrive within these programs—remains understudied. To address this gap in the literature, this study examined how graduate students describe and understand thriving within their programs of study. We thematically and quantitatively analyzed 2,287 Canadian graduate students survey responses to the question “How would you describe a student who is thriving in your program.” Findings indicate that graduate students conceptualize thriving as a complex and multi-dimensional construct involving both academic and non-academic components. The six overarching themes of achieving, engaging, connecting, balancing, enjoying, and being provide foundation for further exploration and insight into the ways that universities and post-secondary institutions can support students’ positive functioning.