P4C, classroom participation and student wellbeing

Theorising the relationship between Philosophy for Children, classroom participation and student wellbeing

Project summary

This research project  – led by University of Manchester Educational Psychology doctoral candidate Caleb Anson Davies – explores how Philosophy for Children (P4C) may contribute to children and young people’s psychological wellbeing. The project focuses particularly on classroom participation: how students experience being listened to, included, challenged, valued and able to contribute within a community of philosophical enquiry.

P4C is already associated with the development of thinking, dialogue and reasoning. This project asks whether its significance may extend further, by shaping the relational and participatory conditions through which students experience wellbeing in school.

Project context

Schools are increasingly expected to support both learning and wellbeing, yet wellbeing is often treated as something separate from everyday teaching and classroom life. This project starts from a different premise: that wellbeing may be shaped through students’ ordinary experiences of participation, belonging, voice, agency, relationships and emotional engagement in school.

The research therefore explores P4C as a possible wellbeing-related pedagogy: not as a standalone mental health intervention, but as a classroom approach that may support students to participate more fully and meaningfully in learning and relationships.

Early findings and developing theory

An initial practitioner-informed study explored how accredited P4C practitioners understand the relationship between P4C and student wellbeing. Practitioners described P4C as creating a more equitable classroom space in which students do not have to search for the “right” answer, but can explore ideas, listen to others and have their contributions taken seriously.

Early themes suggest that P4C may support wellbeing by reducing implicit classroom hierarchies, increasing inclusive engagement, building confidence and curiosity through dialogue, strengthening classroom climate, and helping students develop tolerance of ambiguity and difference. Practitioners also highlighted that these outcomes depend on careful implementation, including skilled facilitation, appropriate scaffolding, attention to group dynamics and wider school support.

Next steps

The wider thesis will develop and refine this early programme theory through a realist systematic review and qualitative research with students. The aim is to better understand how P4C may support students’ wellbeing, for whom, in what circumstances, and why. The project will also consider what this means for educational psychology practice and for schools seeking to create more participatory, inclusive and reflective classroom environments.