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THE SCHOOL WELLNESS WHEEL Connection to something greater than self Selfactualization Esteem needs
Belonging needs
Safety needs
Physiological needs
Source: Adapted from Maslow, 1943. Figure I.2: Maslow’s hierarchy of needs.
and teachers must have their lower-level needs met in order to work up to the higher-level drives, so too must a school or educational program focus on the needs at different levels from an organizational level to achieve their ultimate purpose. In addition, simply referencing research or employing strategies in the traditional model will not result in authentic, substantive, evolutionary shifts in schools. The paradigm shift only happens as a result of changes in the educators’ hearts and minds. Thus, each chapter covers a critical cultural shift that must happen for healing- and resilience-centered education to take root. • Chapters 1 and 2 provide the deep theoretical and philosophical underpinnings that form the foundation of the school wellness wheel. They also relate specifically to the first three levels of Maslow: (1) physiological, (2) safety, and (3) belonging needs. Teachers must recognize these needs and understand what happens to students who are stuck in these levels before they can address academic content. Thus, chapter 2 focuses on the changes that must take place in the hearts and minds of the adults in the school building, as well as the continued professional growth and understanding of mastery-based learning, trauma-competent principles, and culturally responsive teaching in order to bring the school wellness wheel to fruition.
