Current Projects

Freedom Wellbeing Institute is actively pursuing the Universal Wellbeing Research Program,
this 16 year old program is dedicated to advancing wellbeing practices worldwide.

Our research outcomes are continuously evolving and are regularly updated here on the Research Page through conference presentations, peer-reviewed publications, and other scholarly activities.

Stay connected with us for the latest developments in evidence-based wellbeing research.

Project 1: Emergence of the Universal Wellbeing Model

Project Questions

  • What are the current theoretical wellbeing models?

  • How are these theoretical wellbeing models supported by literature?

  • What wellbeing practices are supported by these models?

Research Project Summary
This research aimed to explore and establish a comprehensive understanding of wellbeing models, ultimately leading to the development of the Universal Wellbeing Model (UWM). The model encompasses key wellbeing dimensions:

SPICES

  • Social

  • Physical

  • Intellectual

  • Cultural (and Ethnic)

  • Emotional

  • Spiritual

Project Questions

  • How effective is the Wellbeing Evaluation Tool in identifying wellbeing supports?

  • How effective is the Universal Wellbeing Tool in identifying variables that challenge individuals' wellbeing?

    This project aims to engage 1,000 participants from at least 5 diverse populations.

Project Timelines

  • Planned Start Date: 1st October 2022

  • Planned End Date: 1st December 2027

  • Expected Peer-Reviewed Publication: From July 2027

Diagram showing six interconnected hexagons labeled Social, Physical, Intellectual, Cultural & Ethnic, Emotional, and Spiritual, surrounding a central hexagon with "Sensory Inputs" and the senses listed: See, Hear, Smell, Taste, Touch.

Project Timelines

  • Planned Start Date: 1st of June 2022

  • Planned End Date: November 2023

  • Expected Peer-Reviewed Publication: December 2023

    This project has now been completed.

Project 2: Wellbeing Evaluation Tool Trials

Project Summary

This project is investigating Universal Wellbeing Evaluation Tool reliability, validity and accuracy in identifying wellbeing strengths and needs.

Research Questions

  • What is the current state of teacher aide wellbeing in New Zealand’s compulsory education sector?

  • How does teacher aide wellbeing impact their practice?

Diagram featuring a hexagonal layout with a central hexagon labeled 'Sensory Input: See, Hear, Smell, Taste, Touch,' surrounded by six blue hexagons labeled 'Social,' 'Physical,' 'Intellectual,' 'Cultural,' 'Emotional,' and 'Spiritual.' Surrounding the hexagons are labels for 'Social Variables,' 'Physical Variables,' 'Intellectual Variables,' 'Cultural Variables,' 'Emotional Variables,' and 'Spiritual Variables.'

Universal Wellbeing Evaluation Tool (UWET) Structure

The UWET is designed to holistically evaluate key wellbeing variables, enabling practitioners to identify areas of strength and challenge in individuals' overall wellbeing.

Project 3: Universal Wellbeing Plan Impact Evaluation

Project Question
How effective was the wellbeing enhancement plan generated post-evaluation with the Wellbeing Evaluation Tool?

Research Project Summary
This research project aims to evaluate the impact and effectiveness of the Wellbeing Enhancement Plan developed using the Universal Wellbeing Evaluation Tool. The study will assess how well the plan supports individuals in improving their overall wellbeing across various domains.

Project Question
How effective was the wellbeing enhancement plan generated post-evaluation with the Wellbeing Evaluation Tool?

Project 4: Giving Teacher Aides a Voice: An Investigation of the Impact of Wellbeing on Practice in New Zealand

Project Abstract

The compulsory education sector in New Zealand faces significant post-COVID challenges, including teacher shortages, poor student behaviour, low attendance, and declining academic achievement levels. These issues disproportionately affect Māori, Pacific Island students, and those with disabilities or neurodiverse conditions. In response, the Ministry of Education launched a Teacher Aide Professional Learning and Development (PLD) programme in 2023. This project investigates the wellbeing of Teacher Aides (TAs) and how their wellbeing impacts their practice, contributing to national efforts to address these challenges.

Research Project Summary

This study focuses on understanding the wellbeing of teacher aides and its influence on their ability to support students effectively. Insights from this project will inform policies and strategies to enhance the wellbeing and practice of teacher aides, ultimately improving outcomes for students.

Project Timelines

  • Planned Start Date: 1st August 2024

  • Planned End Date: 1st December 2024

  • Expected Peer-Reviewed Publication: Before July 2025

Two people collaborating at a desk with laptops and papers.
Smiling woman standing near a whiteboard

Project 5: IMPACT EVALUATION CONTRIBUTES ETHNIC AND CULTURAL PERSPECTIVES TO CATALYTIC EFFECT ON THE UNIVERSAL WELLBEING MODEL DEVELOPMENT JOURNEY

Research Questions

  • a) what value did the wellbeing model Whare Tapa Wha (WTW), or Whare Tapa Rima (WTR) implemented contribute to the students, teaching/research staff, and professional pastoral care/wellbeing practitioners?

    b) what was the impact of Whare Tapa Wha (WTW) or Whare Tapa Rima (WTR) implementation both intended and unintended on the students, teaching/research staff, and professional pastoral care/wellbeing practitioners participating in the investigations?

    c) what impact did the Whare Tapa Wha (WTW) or Whare Tapa Rima (WTR) implementation students, teaching/research staff, and professional pastoral care/wellbeing practitioner views have on solving wellbeing support challenges overtime?

Research Project Summary

This Case Study Impact Evaluation examined the value and impact of two past investigations on the students, teacher/researcher and professional pastoral care practitioners who participated in these projects.

Project Timelines

  • Planned Start Date: 1st of June 2024

  • Planned End Date: December 2025

  • Expected Peer-Reviewed Publication: December 2025

A diagram with a central hexagon labeled 'Sensory Input' encompassing 'See, Hear, Smell, Taste, Touch.' Surrounding it are six hexagons labeled 'Social,' 'Physical,' 'Intellectual,' 'Cultural,' 'Emotional,' and 'Spiritual.' Each is linked to variables: 'Social Variables,' 'Physical Variables,' 'Intellectual Variables,' 'Cultural Variables,' 'Emotional Variables,' and 'Spiritual Variables.'

Key Project Findings

•Evaluated in this project was the value and impact of the Whare Tapa Wha (Durie, 1994) and Whare Tapa Rima (Moeau, 1997) Models. The Impact Evaluation showed that while both models supported learning achievements by students the investigations caused ethnic, cultural and spiritual harm to all three participant groups.

••The collective recommendation of the participants was to develop a new Fit for purpose Wellbeing Model. This Evaluation was the catalyst for development of the Universal Wellbeing Model first published at a conference in 2022.

Project 6: An International Investigation of Higher Education Academics Universal Wellbeing Levels and Literacy: Insights and Ways Forward

Research Questions

Quantitative

The digitised Universal Wellbeing Evaluation Tool (UWET) will be responded to by participants. All aspects of the UWET are underpinned by the Universal Wellbeing Model and the overarching principles that guide its use, analysis, interpretations, and reporting. The Tool is underpinned by the Determinants of Universal Wellbeing, and can differentiate the influence of Home, Work and/or Study environments plus evaluate Universal Wellbeing risk level. Questions are presented in relation to the six-dimension scales in the Universal Wellbeing Model (UWM), that is social, physical, intellectual, cultural and ethnic, emotional and spiritual.

Qualitative

1. What was your experience of completing the Universal Wellbeing Evaluation questionnaire like?

2. Are you happy with the answers you gave to the Evaluation? If No which one(s) would you like to change ?

3. What do you think of the Universal Wellbeing Model you have learnt about?

4. What is the impact of your wellbeing on your academic practice? (teaching/research)

5. In what ways could higher education institutions further support the wellbeing of higher education academics?

Research Project Summary

This project will investigate from an evidence-based holistic and multi-disciplinary paradigm, the value and impact of the Universal Wellbeing Evaluation and Literacy Intervention programme on higher education academics. It is anticipated the research will identify new insights and ways forward related to understanding and supporting the wellbeing of academics and their teaching and research practices (Burton et. al, 2024). At the heart of this project is a recommendation by Cornu(2016), that academic staff need empowered to learn more about wellbeing if they are to positively impact the wellbeing of their students. Key expected outcomes are new and better policy, practices and outcomes for higher education academics and their students and institutions.

Key Findings

  • This project is in its establishment phase. Currently higher education institutions are joining the investigation and research will commence in 2026.

Project Timelines

  • Planned Start Date: March 2026

  • Planned End Date: December 2028

  • Expected Peer-Reviewed Publication: From February 2029