Associate Professor Mathew White
Associate Professor
School of Education
Faculty of Arts, Business, Law and Economics
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
My research focuses on educational administration, management, leadership, teacher education and professional development of educators and teacher and student wellbeing. I am particularly interested in how leaders establish school cultures to encourage positive learning and wellbeing environments. I was Acting Head of the School of Education (July - December 2021) and served joint terms as Interim Head of the School of Education (March 2022 - January 2023) and Acting Deputy Dean (Learning and Teaching) for the Faculty of Arts, Business, Law, and Economics (July - December 2022).
My most recent work explores applications of wellbeing in education.
I have over 60 publications, including one co-authored research book: Transforming Teaching: Wellbeing and Professional Practice (with Faye McCallum, Springer, 2022) and six co-edited books: Wellbeing and Resilience Education COVID-19 and Its Impact on Education (with Faye McCallum, Routledge, 2021), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (with Faye McCallum, Springer, 2020), Future Directions in Wellbeing: Education, Organisations and Policy (with Gavin Slemp and Simon Murray, Springer, 2017), Theology Encountering Positive Psychology (with Gillies Ambler, Matthew P. Anstey & Theo D. McCall, 2017) and Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Wellbeing in Schools (with Simon Murray, Springer, 2015).
My next book, New Research and Possibilities in Wellbeing Education, is co-edited with Faye McCallum and Chris Boyle and will be published in 2023 (Springer). I am also writing a sole-authored book, Integration of Wellbeing and Learning in Schools: Evidence-informed Approaches for Leaders and Teachers, to be published by Routledge (forthcoming 2024).
I welcome inquiries from PhD and Masters candidates interested in: Applications of positive psychology in education, Education policy, International education, Educational governance, leadership and management, Leading positive change in education and Wellbeing education.
- My Research
- Career
- Publications
- Grants and Funding
- Teaching
- Supervision
- Professional Activities
- Contact
I publish my reserch in ERA FoR Code 390403 [educational administration, management, and leadership], FoR 390307 [teacher education and professional development of educators], and FoR 390412 [teacher and student wellbeing]. I research the following questions:
- How can school governance and leadership combine wellbeing and learning as a strategic pillar for school improvement?
- How can schools use COVID-19’s disruption to enhance their systems and policies to promote student wellbeing and learning?
- How can schools ethically engage in evidence-based approaches to professional wellbeing practice?
I am Chair of the School of Education's Wellbeing and Culture Research Group.
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Appointments
Date Position Institution name 2022 - 2022 Acting Deputy Dean (Learning and Teaching) University of Adelaide 2022 - 2023 Interim Head, School of Education University of Adelaide 2021 - 2022 Acting Head, School of Education University of Adelaide 2018 - ongoing Associate Professor University of Adelaide, Adelaide 2016 - ongoing Associate Professor and Principal Fellow The University of Melbourne 2013 - 2016 Senior Fellow The University of Melbourne 2011 - 2017 Adjunct Lecturer University of Adelaide, Adelaide 2011 - 2017 Director of Wellbeing & Positive Education St Peter's College - Adelaide 2009 - 2010 Director, Leadership & Training Teach for Australia 2009 - 2009 Head of Positive Education Geelong Grammar School 2006 - 2013 Fellow The University of Melbourne 2005 - 2008 International Baccalaureate Diploma Coordinator Geelong Grammar School 1998 - 2009 Senior School VCE and IB English, French, Theatre Arts, Theory of Knowledge Teacher Geelong Grammar School -
Awards and Achievements
Date Type Title Institution Name Country Amount 2022 Award Highly Commended Stephen Cole the Elder Award for Teaching Excellence University of Adelaide Australia - 2021 Fellowship International Positive Psychology Fellow Award International Positive Psychology Association United States - 2020 Teaching Award 2020 Faculty of Arts Prize for Excellence in Teaching The University of Adelaide Australia - 2020 Award 2020 Australian Council for Educational Leaders (South Australia Branch) Distinguished Contribution to Research in Educational Leadership Award Australian Council for Educational Leaders (South Australia Branch) Australia - 2017 Award 2017 National ACEL Leadership Award Australian Council for Educational Leaders Australia - 2017 Achievement 2017 ACEL-SA Educational Leadership Medal Award Australian Council for Educational Leaders South Australian Branch (ACEL SA) Australia - 2016 Fellowship Fellow Australian College of Educators Australian College of Educators Australia - 2002 Fellowship Fellow Royal Society for the encouragement of Arts, Manufactures and Commerce Royal Society for the encouragement of Arts, Manufactures and Commerce United Kingdom https://www.thersa.org/fellowship -
Education
Date Institution name Country Title University of Adelaide, Adelaide Australia PhD The University of New England Australia Graduate Certificate in Education Management (Boarding) University of Adelaide, Adelaide Australia Master of Educational Studies The University of Adelaide Australia Graduate Diploma in Education Flinders University of South Australia Australia Bachelor of Arts -
Research Interests
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Journals
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Books
Year Citation 2022 White, M., & McCallum, F. (2022). Transforming Teaching: Wellbeing and Professional Practice (1st ed.). Springer.
2021 White, M. A., & McCallum, F. (2021). Preface. 2021 White, M., & McCallum, F. (Eds.) (2021). Wellbeing and Resilience Education: COVID-19 and Its Impact on Education (1st ed.). London: Routledge.
Scopus52020 White, M. A., & McCallum, F. (Eds.) (2020). Critical Perspectives on Teaching, Learning, and Leadership: Enhancing Educational Outcomes (1st ed.). Singapore: Springer.
2020 White, M. A., & McCallum, F. (Eds.) (2020). Critical Perspectives on Teaching, Learning, and Leadership: Enhancing Educational Outcomes (1st ed.). Singapore: Springer.
2017 White, M., Slemp, G., & Murray, A. (Eds.) (2017). Future directions in well-being: Education, organizations and policy. Springer.
Scopus82017 White, M., Slemp, G., & Murray, A. (Eds.) (2017). Future directions in well-being: Education, organizations and policy. Springer.
Scopus82017 Ambler, G., Anstey, M., McCall, T., & White, M. (Eds.) (2017). Flourishing in Faith Theology Encountering Positive Psychology (1st ed.). United States of America: Wipf & Stock. 2017 Ambler, G., Anstey, M., McCall, T., & White, M. (Eds.) (2017). Flourishing in Faith Theology Encountering Positive Psychology (1st ed.). United States of America: Wipf & Stock. 2015 White, M., & Simon Murray, A. (Eds.) (2015). Evidence-based approaches in positive education: Implementing a strategic framework for well-being in schools. The Netherlands: Springer.
Scopus242015 White, M., & Simon Murray, A. (Eds.) (2015). Evidence-based approaches in positive education: Implementing a strategic framework for well-being in schools. The Netherlands: Springer.
Scopus242013 White, M. A. (2013). Positive Education at Geelong Grammar School. Oxford University Press.
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Book Chapters
Year Citation 2022 White, M. A. (2022). An Essential Service? An Appreciative Study of Preservice Teachers’ Reflections of Teaching During COVID-19. In Transforming Teaching: Wellbeing and Professional Practice (pp. 33-51). Springer Nature Singapore.
2022 White, M. A. (2022). Strength-Based Teaching and Positive Humanities in Schools. In Transforming Teaching: Wellbeing and Professional Practice (pp. 13-31). Springer Nature Singapore.
2022 White, M. A., & McCallum, F. (2022). Priorities of the Next Decade for School Leadership and Teaching. In Transforming Teaching: Wellbeing and Professional Practice (pp. 149-160). Springer Nature Singapore.
2022 White, M. A. (2022). Adopting Appreciative Inquiry as a Positive Change Process in a Disadvantaged School. In Transforming Teaching: Wellbeing and Professional Practice (pp. 93-119). Springer Nature Singapore.
2022 McCallum, F., & White, M. A. (2022). Wellbeing and Professional Practice: A Turning Point. In Transforming Teaching: Wellbeing and Professional Practice (pp. 1-12). Springer Nature Singapore.
2021 White, M. A. (2021). Positive professional practice: A strength-based reflective practice teaching model. In M. Kern, & D. M. Wehmeyer (Eds.), The Palgrave Handbook of Positive Education (1st ed., pp. 165-204). Cham, Switzerland: Palgrave Macmillan.
2021 White, M. (2021). Enhancing school –university pre-service teacher professional experience with online wellbeing masterclasses during COVID-19. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education COVID-19 and Its Impact on Education Systems (1st ed., pp. 161-182). Routledge. 2021 White, M. (2021). Enhancing school –university pre-service teacher professional experience with online wellbeing masterclasses during COVID-19. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education COVID-19 and Its Impact on Education Systems (1st ed., pp. 161-182). Routledge. 2021 White, M., & McCallum, F. (2021). Crisis or catalyst? Examining COVID-19’s implications for wellbeing and resilience education. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education COVID-19 and Its Impact on Education Systems (1st ed., pp. 1-17). Routledge.
Scopus22021 White, M., & McCallum, F. (2021). Crisis or catalyst? Examining COVID-19’s implications for wellbeing and resilience education. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education COVID-19 and Its Impact on Education Systems (1st ed., pp. 1-17). Routledge.
Scopus22020 White, M., & McCallum, F. L. (2020). Critical perspectives on teachers and teaching: an appreciative examination. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership Enhancing Educational Outcomes (1 ed., pp. 1-15). Singapore: Springer.
2020 White, M., & McCallum, F. (2020). Responding to teacher quality through an evidence-based wellbeing framework for initial teacher education. In J. Fox, C. Alexander, & T. Apsland (Eds.), Teacher Education in Globalised Times: Local Responses in Action (pp. 115-137). Singapore: Springer.
2020 White, M. A. (2020). Pre-service teachers' perceptions of character and well-being. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (1 ed., pp. 165-187). Singapore: Springer.
2019 White, M. (2019). Positive Communication and Education: Applying Character Strengths in Schools. In J. A. Muñiz Velázquez, & C. Pulido (Eds.), Routledge Handbook of Positive Communication (Vol. 1, 1st ed., pp. 390-398). Great Britain: Routledge. 2017 White, M. (2017). Impact of activity: future directions of positive education. In M. White, G. Slemp, & A. Murray (Eds.), Future Directions in Well-Being : Education, Organizations and Policy (1 ed., pp. 27-33). Cham, Switzerland: Springer.
Scopus32017 White, M., & Buchanan, A. (2017). Why we need positive education 2.0. In M. White, G. Slemp, & A. Murray (Eds.), Future Directions in Well-Being : Education, Organizations and Policy (1 ed., pp. 219-223). Cham, Switzerland: Springer.
Scopus42017 White, M., & Buchanan, A. (2017). Why we need positive education 2.0. In M. White, G. Slemp, & A. Murray (Eds.), Future Directions in Well-Being : Education, Organizations and Policy (1 ed., pp. 219-223). Cham, Switzerland: Springer.
Scopus42017 White, M. (2017). An introduction positive psychology, positive education and wellbeing. In M. Anstey, G. Ambler, T. McCall, & M. White (Eds.), Flourishing in Faith: Theology and Positive Psychology (1st ed., pp. 34-54). United States of America: Cascade Books. 2017 White, M. (2017). Mary - Theotókos: Fulfilment of God’s Grace and embodiment of Virtues: A Strengths-Based Reading. In M. Anstey, G. Ambler, T. McCall, & M. White (Eds.), Flourishing in Faith Theology Encountering Positive Psychology (1st ed., pp. 81-98). Eugene, Oregon; USA: Wipf and Stock Publishers. 2017 White, M. (2017). Mary - Theotókos: Fulfilment of God’s Grace and embodiment of Virtues: A Strengths-Based Reading. In M. Anstey, G. Ambler, T. McCall, & M. White (Eds.), Flourishing in Faith Theology Encountering Positive Psychology (1st ed., pp. 81-98). Eugene, Oregon; USA: Wipf and Stock Publishers. 2015 White, M., & Waters, L. (2015). Strengths-based approaches in the classroom and staffroom. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 111-133). Netherlands: Springer.
2015 White, M., & Waters, L. (2015). Strengths-based approaches in the classroom and staffroom. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 111-133). Netherlands: Springer.
2015 Kern, M. L., Adler, A., Waters, L. E., & White, M. A. (2015). Measuring whole-school well-being in students and staff. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 65-91). Netherlands: Springer.
Scopus72015 Waters, L., White, M., Wang, L., & Simon Murray, A. (2015). Leading whole-school change. In M. A. White, & A. S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (pp. 43-63). The Netherlands: Springer.
Scopus22015 Waters, L., White, M., Wang, L., & Simon Murray, A. (2015). Leading whole-school change. In M. A. White, & A. S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (pp. 43-63). The Netherlands: Springer.
Scopus22015 McCall, T., Waters, L., & White, M. (2015). A comparison between theological christian approaches to wisdom and Peterson and Seligman’s classification of character strengths and virtues. In M. White, & A. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (pp. 27-41). Netherlands: Springer.
2015 McCall, T., Waters, L., & White, M. (2015). A comparison between theological christian approaches to wisdom and Peterson and Seligman’s classification of character strengths and virtues. In M. White, & A. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (pp. 27-41). Netherlands: Springer.
2015 Alford, Z., & White, M. (2015). Positive school psychology. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 93-109). Netherlands: Springer.
Scopus62015 Alford, Z., & White, M. (2015). Positive school psychology. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 93-109). Netherlands: Springer.
Scopus62015 White, M., & Simon Murray, A. (2015). Well-being as freedom: Future directions in well-being. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (1st ed., pp. 167-175). Netherlands: Springer.
2015 White, M., & Simon Murray, A. (2015). Well-being as freedom: Future directions in well-being. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (1st ed., pp. 167-175). Netherlands: Springer.
2015 White, M., & Simon Murray, A. (2015). Building a positive institution. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 1-26). Netherlands: Springer.
Scopus42015 White, M., & Simon Murray, A. (2015). Building a positive institution. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 1-26). Netherlands: Springer.
Scopus42015 White, M., Vrodos, J., & McNeil, T. (2015). Student leadership, well-being and service: Integrating appreciative inquiry, strengths and leadership. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 151-165). Netherlands: Springer.
Scopus22015 White, M., Vrodos, J., & McNeil, T. (2015). Student leadership, well-being and service: Integrating appreciative inquiry, strengths and leadership. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 151-165). Netherlands: Springer.
Scopus22014 White, M. (2014). An Evidence-Based Whole-School Strategy to Positive Education. In H. Street, & N. Porter (Eds.), Better Than Ok: Helping Young People to Flourish at School and Beyond (pp. 194-198). Australia: Fremantle Press. 2013 White, M. (2013). Education and culture: An Australian coeducational boarding school as
a crucible for a culturally diverse life as seen through the eyes of the
students themselves. A humanistic sociological study. In S. Alagumalai,, S. Burley, & J. Keeves (Eds.), Excellence in Scholarship: Transcending Transdisciplinarity in Teacher Education (pp. 235-265). Netherlands: Sense Publishers.
Scopus22013 White, M. (2013). Positive Education at Geelong Grammar School. In S. David, I. Boniwell, & A. Conley Ayers (Eds.), Oxford Handbook of Happiness (pp. 657-670). United Kingdom: Oxford Press. -
Report for External Bodies
Year Citation 2017 Bott, D., Escamilia, H., Barry Kaufman, S., Kern, P., Krekel, C., Schlicht-Schmälzle, R., . . . White, M. (2017). The State of Positive Education. Dubai. 2017 Bott, D., Escamilia, H., Barry Kaufman, S., Kern, P., Krekel, C., Schlicht-Schmälzle, R., . . . White, M. (2017). The State of Positive Education. Dubai.
| Date | Project Number | Investigators | Funding Body | Amount |
|---|---|---|---|---|
| 2021-2022 | UA216991 | Associate Professor Mathew White & Professor Faye McCallum | Catholic Education West Australia | $35,000 |
| 2021 | UA216106 | Associate Professor Mathew White & Professor Faye McCallum | The Moreton Bay Colleges, Queensland | $37,180 |
| 2019 | UA193825 | Associate Professor Mathew White & Professor Faye McCallum | The Moreton Bay Colleges, Queensland | $30,000 |
| 2018 - 2019 | UA183363 | Associate Professor Mathew White & Professor Faye McCallum | Upper Canada College, Toronto | $30,000 |
| 2018 | UA183018 | Associate Professor Mathew White | Catholic Education South Australia | $10,000 |
| Date | Course | Course Level / Code |
|---|---|---|
| 2023 | Not teaching Sem 1 2023 as I was awarded Special Studies Program (SSP) | |
| 2022 | Leading Positive Change | Masters (AFQ Level 9), EDUC 7060 |
| 2022 | Mentoring for Teachers | Masters (AFQ Level 9), EDUC 7068 |
| 2022 | Contemporary Issues in Wellbeing Education | Masters (AFQ Level 9), EDUC 7071 |
| 2021 | Introduction to Wellbeing in Education | Masters (AFQ Level 9), EDUC 7064 |
| 2021 | Contemporary Issues in Wellbeing Education | Masters (AFQ Level 9), EDUC 7071 |
| 2021 | Leading Positive Change | Masters (AFQ Level 9), EDUC 7068 |
| 2021 | Mentoring for Teachers | Masters (AFQ Level 9), EDUC 7060 |
| 2020 | Education Major Project | Masters (AFQ Level 9), EDUC 7031 |
| 2020 | Contemporary Issues in Wellbeing Education | Masters (AFQ Level 9), EDUC 7071 |
| 2020 | Leading Positive Change | Masters (AFQ Level 9), EDUC 7068 |
| 2020 | Introduction to Wellbeing in Education | Masters (AFQ Level 9), EDUC 7064 |
| 2019 | Leading Positive Change | Masters (AFQ Level 9), EDUC 7068 |
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2019 |
Contemporary Issues in Wellbeing Education |
Masters (AFQ Level 9), EDUC 7071 |
| 2019 | Introduction to Wellbeing in Education | Masters (AFQ Level 9), EDUC 7064 |
| 2019 | Educational Leadership in Diverse Contexts | Masters (AFQ Level 9), EDUC 7013 |
| 2018 | Reflective Practice | Bachelors (AFQ Level 7) , EDUC 3001 |
| 2018 | Educational Leadership in Diverse Contexts | Masters (AFQ Level 9), EDUC 7013 |
| 2018 | Educational Policy Studies | Masters (AFQ Level 9), EDUC 7550 |
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Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2022 Principal Supervisor An Inquiry into Being in Educational Leadership Experiences: A Critical Phenomenology in the Pakistan Context Doctor of Philosophy Doctorate Full Time Mrs Saadia Adnan 2020 Principal Supervisor Appreciative Case Studies of the Impact of Strength-based Teaching Practices on Primary School Student Literacy Master of Philosophy Master Part Time Mr Adam John Slater 2020 Principal Supervisor An investigation of teacher perceptions about the impact of motivation on wellbeing across teacher professional phases: a mixed-methods study Doctor of Philosophy Doctorate Full Time Ms Liwen Tan 2020 Principal Supervisor The Impact of Culture on Australian LOTE Teachers’ Motivation to Teach and their Wellbeing: An Appreciative Mixed Methods Study Doctor of Philosophy Doctorate Part Time Miss Tania Zebian 2018 Principal Supervisor A study of South Australian Independent Schools programs in values education and their perceived impacts on student wellbeing Doctor of Philosophy Doctorate Part Time Mr Shaun Malcolm Oakey -
Past Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2019 - 2022 Co-Supervisor Journeys of Strength: An Appreciative Study of Older Workers in Singapore Doctor of Philosophy Doctorate Full Time Mr Mohamed Fadhil Bin Mohamed Ismail 2019 - 2022 Co-Supervisor Experiences of following within Senior Leadership Teams in Independent Schools Doctor of Philosophy Doctorate Part Time Mr Carl Salt 2017 - 2020 Co-Supervisor Teacher Wellbeing in Rural China: An Appreciative Mixed-Methods Study in Jilin Province Doctor of Philosophy Doctorate Full Time Dr Bo Cui
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Board Memberships
Date Role Board name Institution name Country 2019 - ongoing Board Member Council of Govenors St Peter's Woodlands Grammar School Inc. St Peter's Woodlands Grammar School Inc. Australia -
Committee Memberships
Date Role Committee Institution Country 2020 - ongoing Advisory Board Member Australian College of Educators - South Australian Branch Australian College of Educators Australia -
Memberships
Date Role Membership Country 2019 - ongoing Member Australian Teacher Education Association (ATEA) Australia 2018 - ongoing Member American Educational Research Association United States 2018 - ongoing Member Australian Association for Research in Education Australia 2018 - ongoing Member Australian Council for Educational Leaders Australia 2014 - ongoing Member Australian Institute of Company Directors Australia 2014 - ongoing Member Positive Education Schools Association Australia -
Offices Held
Date Office Name Institution Country 2019 - 2021 President Education Division (Ex officio Member of the Council of Advisors) International Positive Psychology Association Australia
Connect With Me
External Profiles
