The Current Pattern of Integration of Well-Being in The Curricula of Second Year Elementary Students

The purpose of the current research was to investigate the current pattern of integration of well-being in the curricula of second year elementary students. This research was conducted with a qualitative approach using a data-based method. The statistical population included all the teachers of the second period of primary school who were selected through purposeful criterion-based sampling. The data was obtained through semi-structured interviews with sixteen teachers of the second year of primary school in Isfahan Education Department. In order to analyze the data, open, axial and selective coding method were used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research revealed twenty-seven key concepts, which in the form of a paradigm model include the weakness of the scientific view of well-being in the curriculum as a central category and causal conditions (improper curriculum design and compilation, non-scientific view of well-being in curriculums and weak needs assessment), contextual factors (family and social background, school cultural context, peers and friendship groups and communication and interaction platforms), facilitating intervention conditions (leisure opportunities, vitality in school and hope for the future), limiting intervening conditions (family, organizational and individual challenges), strategies (renew planning approach, proper implementation of curricula, improvement of acquired curriculum areas, curriculum school-oriented and parents' curriculum) and consequences (academic boredom and lack of attention to well-being) were organized.