Viewing archives for Dr. Laura Taylor

Ecological-collective-flourishing (e-co-flourishing): a framework to guide innovation and research

Shannon Maloney, Joseph Moore, Katrin Wilhelm, Jesus Montero-Marin, Verena Hinze, Anne Maj van der Velden, Tessa Lomax, Haiou Zhu, Madeline Reinecke, Edmond Awad, Joseph Scott Boyle, William Fleming, Laura Taylor, Matthew Broome, Christopher Thorogood, Yadvinder Malhi, Kearnan Myall, Ilina Singh and Willem Kuyken

Abstract

Converging ecological and social crises have exposed the limits of prevailing models of human progress, highlighting the need for more inclusive and interdisciplinary approaches to advancing wellbeing and flourishing across human and non-human life. In this Personal View, we propose an ecological-collective-flourishing (e-co-flourishing) approach, whereby one’s own human flourishing is pursued along with that of natural ecosystems and their collective and individual constituents. We offer a heuristic translational framework that includes a methodological approach; guiding principles; and proposed programme theory in terms of hypothesised outcomes, pathways of change (mechanisms), key contextual factors (moderators), and intervention characteristics. This framework aims to bridge theory to real-world applications of e-co-flourishing interventions that are effective, scalable, and promote change through targeted mechanisms of action. We present Mindfulness-Based Cognitive Therapy-Balanced Living for Us and the Earth’s Ocean (MBCT-BLUE) as an illustrative application of this framework to outline how the framework can be used to identify, refine, develop, and evaluate interventions with e-co-flourishing potential. We also provide definitions of key conceptual terms and proxy measurements. Practitioners, researchers, and decision makers working at the interface of mental health, public health, sustainability, and planetary health can use this framework and its resources to guide emerging research and innovation.

Mechanisms underpinning flourishing at the interface of humans and other natural entities: an umbrella review

Shannon Maloney, Thomas Henning, Haiou Zhu, Benjamin Martin, Verena Hinze, Jesus Montero-Marin, Anne Maj van der Velden, Joseph Moore, Katrin Wilhelm, Tessa Lomax, Madeline G Reinecke, Edmond Awad, Joseph Boyle, William Fleming, Laura Taylor, Matthew Broome, Christopher Thorogood, Gaia Scerif, Yadvinder Malhi, Ilina Singh and Willem Kuyken

Abstract

Ecological-collective-flourishing (e-co-flourishing) describes the interconnected flourishing of human and non-human natural entities. Despite existing conceptual frameworks, translation into practice remains inadequate owing to insufficient synthesis of empirically tested mechanisms driving change across human and ecological systems. We conducted an umbrella review of systematic reviews examining mechanisms at the e-co-flourishing interface. Searches of seven databases and four grey literature sources identified nine eligible reviews. Evidence supported several cross-domain mechanisms, including psychological (eg, attention restoration and reduced stress), social (eg, cohesion and contact), physical (eg, activity), and environmental pathways (eg, reduced stressors and enhanced environmental quality). Psychological mechanisms showed the most consistent support, whereas evidence for other mechanism domains was mixed. Evidence for causality was weak and largely derived from cross-sectional and qualitative studies, and no reviews examined reciprocal mechanisms influencing both human and non-human flourishing. Future research should prioritise rigorous designs, theory-driven testing, and replication to strengthen evidence for equitable and sustainable e-co-flourishing pathways.

Mapping Adolescent Wellbeing: Developmental Network Differences between Early To Middle Adolescence in 24 Countries

Wanying Zhou, Jose Marquez, Leoni Boyle and Laura Taylor

Abstract

Adolescent wellbeing is often assessed using composite scores, yet less is known about how specific components of wellbeing are structurally organized and how this organization shifts across development. Using psychometric network analysis, we examined interconnections among 49 wellbeing indicators spanning subjective wellbeing (life satisfaction, affect, and domain satisfaction) and psychological wellbeing (flourishing and positive mental functioning) in a large international sample of adolescents. Data were drawn from 6,445 students aged 11–18 years (M = 14.4, SD = 1.96; 51.7% girls; 3.1% preferred not to report gender) recruited from 38 schools across 24 countries. Networks were estimated for the full sample and separately for early adolescence (11–14 years; 51.9%) and middle adolescence (15–18 years; 48.1%). Across all analyses, overall life satisfaction and satisfaction with student life consistently emerged as the most central nodes, underscoring their integrative role in adolescents’ wellbeing evaluations. Network density was similar across age groups, indicating comparable overall interconnectedness; however, network configuration differed developmentally. In middle adolescence, future-oriented optimism became more structurally prominent, whereas present-focused life evaluation (current life satisfaction) showed reduced centrality. Indicators reflecting negative affect and calmness also showed modest age-related increases in relative importance. Together, these findings suggest a developmental reorganization of adolescent wellbeing from present-oriented evaluations toward future-oriented expectations and regulatory resources, while reaffirming the central role of overall life satisfaction and student-life satisfaction. Mapping age-related differences in wellbeing structure across a large cross-national sample informs age-sensitive approaches to assessment, monitoring, and intervention.

Cantril Ladder or Overall Life Satisfaction? Comparing 0–10 Summary Indicators of Adolescent Wellbeing

Jose Marquez, Wanying Zhou, Leoni Boyle and Laura Taylor

Abstract

Despite widespread use in wellbeing research, little is known about whether the Cantril Ladder (CL) and Overall Life Satisfaction (OLS) questions (both 0–10 single-item indicators) capture the same construct in adolescent populations. We analysed data from 6,445 students aged 11–18 in 38 International Baccalaureate schools across 24 countries. We compared CL and OLS using descriptive statistics, confirmatory factor analysis (CFA), regression models, and subgroup analyses. Mean CL and OLS scores were similar, but response distributions differed: OLS showed more extreme values and negative skew. In a CFA including other life evaluation measures, both OLS and CL items loaded on a shared life evaluation latent factor, but OLS showed higher loadings. OLS also showed stronger predictive validity than CL across measures of life evaluation, affect, and eudaimonic wellbeing. Subgroup analyses revealed interpretive differences across age, gender, and language groups (English, Spanish, and French). Both CL and OLS are valid indicators of adolescent life evaluation, but they are not interchangeable. OLS may be preferable as a summary measure due to stronger predictive performance, while CL may offer more consistent subgroup comparability. Researchers should consider these trade-offs when selecting or interpreting single-item measures of adolescent wellbeing.

Bitesize research series highlights promising wellbeing interventions in schools

Researchers have highlighted some of the most promising pathways to improving wellbeing in schools in a new series of bitesize research reports.

An interdisciplinary team from the Wellbeing Research Centre at the University of Oxford, in partnership with the IB, have published a set of resources on five important wellbeing themes for students, teachers, and schools. The topics covered include:

Online interventions;
Peer relations (bullying);
Physical activity;
Teacher wellbeing;
And a whole school approach to wellbeing.

Researchers examined hundreds of peer-reviewed studies of wellbeing support in schools in order to identify some of the most promising evidence-based interventions.

While there is no one-size-fits-all approach to improving wellbeing in schools, the team have highlighted interventions which have been shown to boost levels of wellbeing in specific circumstances. They range from large-scale interventions trialled across countries, to smaller actions rolled out at a more local scale.

Resources are available both in a summary format (in English, French, and Spanish) and, for readers seeking further insight, as a number of detailed literature reviews (in English). An overview poster with key findings from all five reports, suitable for display in the classroom, is also available to download in English, French, and Spanish.

The mini reports serve as companion resources to two Wellbeing Research Centre reports previously published in partnership with the IB: Wellbeing in Education in Childhood and Adolescence (2022), and Wellbeing for Schoolteachers (2024).

Dr Laura Taylor, Deputy Director of the Wellbeing Research Centre at the University of Oxford, said: “Each child and each school environment is unique, there is no one-size-fits-all approach to improving wellbeing in schools. We highlight how school leaders can use research evidence, alongside crucial elements like staff and student voice activities, in order to support the wellbeing of their school community.”

All five research reports, plus further resources for schools, can be found at wellbeing.hmc.ox.ac.uk/schools.

I live in Lithuania, the happiest place on earth for under 30s. As a very happy 28-year-old, here’s what it’s like.

Business Insider

Recently, Lithuania topped the World Happiness Report ranking for under 30s, with the country’s young people rating themselves 7.76 out of 10 on the happiness scale. I completely understand why, especially as a young person living in Vilnius.

Economic Development and Adolescent Wellbeing in 139 Countries

Jose Marquez, Ferran Casas, Laura Taylor and Jan-Emmanuel De Neve

Abstract

There is a positive association between the level of economic development and national levels of overall life satisfaction (OLS) in the adult population, with decreasing marginal returns. However, research shows no association in early adolescence and a negative association in middle adolescence. We hypothesize that this is due to the exclusion of low-income countries, where adolescent wellbeing is rarely collected. 2015–2019 Gallup World Poll data from 139 countries in middle adolescence (age 15–17; n 36,907) were analysed using linear regression to study the association between country levels of economic development and OLS, positive emotions (PE), and negative emotions (NE), and how this varies across economic development levels, and gender. Variations across economic development levels were compared with those observed in the adult population. Log per-capita GDP is positively associated with OLS and PE, although in high-income countries no association is observed for PE, and among females for OLS. For NE, a negative association is observed in lower-income countries and a positive association in higher-income countries. In this age group (age 15–17), the log per-capita GDP – OLS association is stronger in lower-income countries than in higher-income countries, but this pattern reverses with age in adulthood. A nuanced relationship exists between economic development and adolescent wellbeing, which varies across measures, levels of economic development, gender, and age -including notable differences compared to adults. Our study highlights the need for improving child and adolescent wellbeing data worldwide, especially in lower-income countries, to better understand how best to support wellbeing globally.

Why are America’s youth so deeply unhappy?

USA TODAY

With the world’s largest economy and its highest GDP, you might think the United States would have the world’s happiest citizens. But you’d be wrong. This year, when the United Nations Sustainable Development Solutions Network released its annual World Happiness Report, the U.S. had dropped out of the top 20, landing at 23rd on the list. The reason? America’s youth are deeply unhappy. What societal and cultural factors are at play here? Jan-Emmanuel De Neve, director of Oxford University’s Wellbeing Research Centre and a professor of economics and behavioral science, joins The Excerpt to share his insights into what truly makes people happy.

Teacher Well-Being Depends on Workload, School Climate and Feeling Supported

EdSurge

Researchers from the University of Oxford Wellbeing Research Centre developed a framework that divides teacher well-being into three main factors: job satisfaction, individual elements like physical health, and school-level drivers like work-life balance and class size.

Why Aren’t Today’s Youth Happy?

Psychology Today

In many parts of the world, younger folks are happier than the old. But in the U.S. the opposite is true. Happiness has plummeted so much for the young over the recent past that they are now much less happy than the older generations.

The U.S. ranked number 10 in happiness for folks 60 or older but a startling number 62 for those under 30.