Wilson, Jonathan W.2023-12-132023-12-132023-06https://unbscholar.lib.unb.ca/handle/1882/37602This research is an exploration of marginalized students’ perception of wellbeing in high school. Wellbeing has been described as the perception of positive emotions, feelings of self-confidence, and sense of comfort is coping with stressful and challenging situations (Oberle, 2018). When a person experiences positive wellbeing, they are more likely to flourish (Parker & Levinson, 2018). In this study, I wonder: to what extent is wellbeing constrained and supported in the context of a large urban high school in New Brunswick, Canada? This participatory visual research project was conducted with thirteen grade eleven and twelve students—who identify as Indigenous, 2SLGBTQ+, racialized, and/or disabled—to elicit their insight into what supports and inhibits their wellbeing at school. Through participatory mapping, photovoice, and focus groups, key themes relating to: relationships, physical space, teaching and assessment, and recognition of marginalized identities emerged as key determinants of wellbeing.xi, 190electronicenhttp://purl.org/coar/access_right/c_abf2master thesisBurkholder, CaseyEducation