Viewing archives for Leoni Boyle

Autism in Viet Nam: A systematic scoping review

Leoni Boyle, Prithvi Perepa, Kerry Thalia and Laura Crane

Abstract

Autism research has predominantly focused on Western contexts, with limited studies in Vietnamese cultural settings. Through conducting a systematic scoping review, we aimed to map (a) the landscape of autism research in Vietnamese cultural contexts, (b) the quality of the research, and (c) the extent of autism community involvement in the research. A total of 137 studies met our inclusion criteria. A growing body of literature pertained to autism in Vietnamese cultural contexts, largely conducted in Viet Nam (87%). Much of the literature focused on Services and Supports (39%), as well as Interventions (20%). Key themes identified from the research were the centrality of family, the importance of school and education, and identifying a cause of autism. Quality appraisals of the studies – using the Mixed Methods Appraisal Tool, a Westernised tool – indicated that the studies were largely of low quality. There was limited autism community involvement in the research, with studies often lacking an explicit description of the nature of community involvement. Priority areas for future research include better understanding how rigour is understood in a Vietnamese research context, improving the clarity of data reporting and actively involving the Vietnamese autism community in the research process.

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.

Teacher Wellbeing Framework and Key Considerations To Enhance Teacher Wellbeing

The School of Wellbeing

Are you ready to take teacher wellbeing to the next level?

In this episode, Dr Wanying Zhou and Leoni Boyle, researchers from the Wellbeing Research Centre at the University of Oxford, discuss their foundational literature review produced in collaboration with the International Baccalaureate: “Wellbeing For School Teachers”.

You’ll learn about the latest research into teacher wellbeing and its importance for teachers themselves, students and the school community.

Listen now and discover practical strategies to create a healthier, more supportive environment for the educators in your school.

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.

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.

Global study highlights critical importance of teacher wellbeing

The Educator Australia

“As we navigate the crucial intersection of education and wellbeing, the research evidence highlights the profound importance of prioritising teacher wellbeing,” Dr Laura Taylor, Deputy Director of the Wellbeing Research Centre at the University of Oxford and Lead Researcher for the project, said.

“By investing in the health and happiness of educators, we not only empower them to thrive but also lay the foundation for a positive ripple effect on students, schools, and the broader education system.”