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Amy Miner

Well-Being Research Frameworks

Our framework of well-being is based on several educational theories, and reflects a synthesized approach to what we know about:

  • the conditionsneeded for educators and students to do their best work,
  • the competenciesthat educators and students must acquire through multi-tiered systems of support, and
  • the culminating celebrationsof educators and students thriving in any given system.

An extensive literature review was conducted in creating the research base for the PreK- Grade 12 In Focus well-being curriculum. Our initial search included keywords such as wellness, social and emotional learning, SEL, PBIS, RTI, PLC Results Cycle, MTSS, deep learning, early warning systems, and universal screeners.  

In Focus K-12 and Educator Well-Being curriculum is based on educational and psychological research. Our theories and practices are based on a synthesis of established research frameworks such as Maslow’s Hierarchy of Needs (1943), Vygotsky’s zone of proximal development (1978), Erikson’s stages of psychosocial stages of development (1963), and Katz’s stages of teacher development (1972).

Applying these educational theories to current teaching conditions, we provide coordinated efforts to support greater teacher self-efficacy (Donahoo, Hattie, Eells, 2018), greater teacher engagement (Bandura, 1997), and greater teacher retention (Hughes, 2012).

Our lesson plans are based on the high-impact strategies (Hattie, 2012; Marzano, 2001). Additionally, our strategies are CASEL-aligned and incorporate CASEL-advocated teaching strategies (Durlak et al., 2011). 

Additionally, the curriculum brings alignment to district priorities and initiatives including: 

  • Response to Intervention (RTI)
  • Positive Behavior Intervention and Supports (PBIS)
  • Restorative Practice
  • Deep Learning

These frameworks not only provide direction in explicitly teaching for well-being, they also provide systems for collecting behavioral data that guide intervention systems.


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Utilizing multi-tiered systems of support (MTSS), the curriculum is designed to be taught through Tier 1 instruction by classroom teachers and supported through Tier 2 and 3 interventions for students needing additional, targeted support. Incorporating multi-tiered systems of support ensures that students master the skills needed to be their best
Our curriculum can be used in-person or remotely or through hybrid/blended and virtual digital platforms.
In Focus PreK-12 Student and Educator Well-Being curriculum is based on a synthesis of established research frameworks.
There are conditions that need to exist for students and teachers to be their best selves and do their best work.
The In Focus curriculum was designed with the intent to consider inclusive practices for students with diverse backgrounds, cultures, languages, and abilities.
Well-being ensures that all students and educators thrive physically, socially, emotionally, mentally, and academically.