Associate Professor Mathew White
Deputy Dean (International)
School of Education
Faculty of Arts, Business, Law and Economics
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
Mathew White is an Associate Professor of Education in the School of Education at the University of Adelaide. He also serves as Deputy Dean (International) for the Faculty of Arts, Business, Law, and Economics, where he lectures in the Master of Education degree. Mathew also holds the position of Principal Honorary Fellow at the University of Melbourne.
Mathew's research focuses on empowering future teachers and leaders to promote wellbeing for effective learning and teaching. His research spans domains of wellbeing education, including leadership and governance, measurement, curriculum development, teacher wellbeing, and future directions. He also examines the impact of COVID-19 on education systems, preparing future teachers to support wellbeing, integrating wellbeing and learning in schools, teaching English Literature and the Humanities through a wellbeing lens, and enhancing student and teacher wellbeing.
Mathew has published 8 books and 68 peer-reviewed articles and chapters, securing over A$230,000 in Category 3 industry research income. His research excellence has been recognised with the 2024 Australian Council for Educational Leaders Hedley Beare Award for Educational Writing and the 2020 Australian Council for Educational Leaders South Australian Branch Distinguished Contribution to Research in Educational Leadership Award.
Mathew's dedication to Higher Education teaching excellence was acknowledged in 2022 when he was Highly Commended for the Stephen Cole the Elder Awards for Excellence in Teaching at the University of Adelaide. Before joining academia in 2018, Mathew had over two decades of industry experience working in K-12 schools as an International Baccalaureate, SACE, VCE English Literature, French and Theory of Knowledge secondary school teacher and examiner, including over eight years as a senior leader leading internationally recognised wellbeing programs.
Mathew actively contributes to scholarly, professional, and non-profit organisations. He is an accredited Stage 2 Initial Teacher Education program reviewer for the Australian Institute for Teaching and School Leadership (AITSL) and serves on the council of an independent school. His service was recognised by Educators SA with a 2021 Certificate of Appreciation for 'Service to the Australian College of Educators'.
Mathew has held various leadership roles at the University of Adelaide, including Interim/Acting Head of School, Deputy Dean (Learning and Teaching) for the Faculty of Arts, Business, Law, and Economics, and Master of Education program director. He has also served on committees and represented the university on international senior executive missions to China, India, Indonesia, Malaysia, the Philippines, Singapore, and Vietnam.
Mathew is a Senior Fellow of the UK's Higher Education Academy (SFHEA), a Fellow of the International Positive Psychology Association (IPPA), a Fellow of the Australian College of Educators (FACE), and a Fellow of the Royal Society for the Encouragement of Arts, Manufactures and Commerce (FRSA).
Mathew welcomes PhD and Masters enquiries on student and teacher wellbeing, wellbeing education, education leadership, and curriculum and pedagogy.
- 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?
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Appointments
Date Position Institution name 2023 - ongoing Deputy Dean (International), Faculty of Arts, Business, Law and Economics University of Adelaide 2022 - 2022 Acting Deputy Dean (Learning and Teaching), Faculty of Arts, Business, Law and Economics University of Adelaide 2022 - 2023 Interim Head, School of Education University of Adelaide 2021 - 2022 Acting Head, School of Education University of Adelaide 2019 - 2023 Deputy Head, School of Education The University of Adelaide 2018 - ongoing Associate Professor University of Adelaide, Adelaide 2016 - ongoing Honorary Principal Fellow, Melbourne Graduate School of Education The University of Melbourne 2013 - ongoing Honorary Senior Fellow, Melbourne Graduate School of Education 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 Honorary Fellow, Melbourne Graduate School of Education 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 2024 Award ACEL Hedley Beare Award for Educational Writing Australian Council for Educational Leaders Australia - 2024 Fellowship Senior Fellow Higher Education Academy (UK) Higher Education Academy (UK) United Kingdom - 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
Citizenship Curriculum and Pedagogy Theory and Development Education Policy Educational Administration, Management and Leadership English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) Teacher and student wellbeing Teacher Education and Professional Development of Educators
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Journals
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Books
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Book Chapters
Year Citation 2023 White, M. A. (2023). New Ecological Wellbeing Education Approaches For School Leaders and Teachers to Combat Wellbeing Learning Poverty. In M. A. White (Ed.), Integrating Wellbeing and Learning in Schools (pp. 1-34). Routledge.
DOI2023 White, M. A. (2023). Can appreciative inquiry build sector-wide school wellbeing education communities of practice?. In Integrating Wellbeing and Learning in Schools (pp. 54-84). Routledge.
DOI2023 White, M. A. (2023). A critical review of cooperative learning strategies, wellbeing education, and the humanities and social sciences. In Integrating Wellbeing and Learning in Schools (pp. 106-128). Routledge.
DOI2023 White, M. A. (2023). Where is the students' voice? A case study of Australian secondary school students’ definitions of wellbeing. In M. A. White (Ed.), Integrating Wellbeing and Learning in Schools (1st ed., pp. 129-154). Routledge.
DOI2023 White, M. A. (2023). Foresight, response, and adaptation : A critical review of school governance and wellbeing education. In M. A. White (Ed.), Integrating Wellbeing and Learning in Schools (1st ed., pp. 35-53). Routledge.
DOI2023 White, M. A. (2023). Reversing wellbeing learning poverty. In M. A. White (Ed.), Integrating Wellbeing and Learning in Schools (1st ed., pp. 155-167). Routledge.
DOI2023 White, M. A. (2023). How school leaders can build collective teacher efficacy for wellbeing education. In M. A. White (Ed.), Integrating Wellbeing and Learning in Schools (pp. 85-105). Routledge.
DOI2023 White, M. A. (2023). New International Research Priorities for Wellbeing Education. In New Research and Possibilities in Wellbeing Education (pp. 385-402). Springer Nature Singapore.
DOI2023 White, M. A. (2023). Understanding High School Students’ Perceptions of Wellbeing: A Qualitative Study. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 69-88). Singapore: Springer Nature Singapore.
DOI2023 White, M. A. (2023). Where to from Here? Priorities for Wellbeing Education, Pedagogy and COVID-19 Recovery. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 1-17). Singapore: Springer Nature Singapore.
DOI2022 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.
DOI2022 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.
DOI2022 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.
DOI2022 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.
DOI2022 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.
DOI2021 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.
DOI Scopus42021 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.
Scopus32021 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 (pp. 1-17). New York, NY, USA: Routledge.
DOI Scopus42020 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.
DOI Scopus12020 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.
DOI Scopus192020 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.
DOI Scopus42019 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.
Scopus32017 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.
DOI 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.
DOI Scopus52017 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. 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.
DOI Scopus32015 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.
DOI Scopus32015 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.
DOI Scopus142015 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.
DOI Scopus42015 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.
DOI Scopus12015 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.
DOI Scopus92015 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.
DOI Scopus12015 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.
DOI Scopus62015 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.
DOI 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.
DOI 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
| Date | Project Number | Investigators | Funding Body | Amount |
|---|---|---|---|---|
| 2023-2024 | UA238462 | Associate Professor Mathew White | The Moreton Bay Colleges, Queensland | $27,000 |
| 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 | ||
|---|---|---|---|---|
| 2024 | Introduction to Wellbeing in Education | Masters (AFQ Level 9), EDUC 7064 | ||
| 2023 | Contemporary Issues in Wellbeing Education | Masters (AFQ Level 9), EDUC 7071 | ||
| 2023 | Not teaching Sem 1 2023 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 |
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| 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 2023 Principal Supervisor This qualitative study investigates the impact of strength-based teacher professional practices on student literacy to promote wellbeing. The findings aim to address a significant gap in wellbeing education research centering on teacher professional practice. Doctor of Philosophy Doctorate Part Time Mr Adam John Slater 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 An investigation of the impact of teachers’ motivation and occupational needs on wellbeing: 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 Experiences of following within Senior Leadership Teams in Independent Schools Doctor of Philosophy Doctorate Part Time Mr Carl Salt 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 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 -
Other Supervision Activities
Date Role Research Topic Location Program Supervision Type Student Load Student Name 2023 - ongoing External Supervisor Exploring factors that influence primary school teachers’ readiness to support student mental health and wellbeing The University of Melbourne - Doctorate Full Time Laura Smith
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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
