Conceptualising parenting as a determinant of holistic student wellbeing: Toward the SPIE model

Purpose Student wellbeing has become central in contemporary education, yet parenting remains under-theorised within educational wellbeing frameworks. This study aims to conceptualise parenting as a multidimensional determinant of holistic student wellbeing and to propose the SPIE Model integrating spiritual, physical, intellectual, and emotional domains. Design/approach A conceptual–evaluative synthesis was employed to integrate interdisciplinary literature from developmental psychology, wellbeing science, family studies, and education, focusing on theoretical integration and model development. Findings The synthesis demonstrates that parenting influences multiple wellbeing domains beyond those typically emphasised in school-based models. The SPIE Model positions parenting as a central ecological determinant, incorporates underrepresented wellbeing dimensions, and bridges fragmented disciplinary perspectives. Originality/value This study extends existing frameworks such as PERMA and ecological systems theory by integrating family processes into educational wellbeing models. The SPIE Model provides a conceptual foundation for future research, policy development, and family–school partnerships. Implications The model highlights the need for educational policies and practices to recognise family-level influences and to adopt more holistic and collaborative approaches to student wellbeing.