Education Topics No. 2/2018

Wellbeing

There is growing awareness of the importance of wellbeing for young people, allied to an increased acknowledgment of the prevalence of mental health issues. International research suggests that one in ten school-aged children will have a mental health condition at any given time, with half of all mental health conditions beginning before the age of fourteeni. Early identification, intervention and support are clearly important. So is the active promotion of wellbeing for all young people, with a focus on those external factors that researchii has shown play a major role in determining wellbeing:

1. the right conditions to learn and develop;

2. a positive view of themselves and an identity that is respected;

3. having enough of what matters; 4. positive relationships with family and

friends; 5. a safe and suitable home

environment and local area; and 6. opportunity to take part in positive

activities to thrive. The Australian Research Alliance for Children and Youth (ARACY) released the third ARACY Report Cardiii in 2018, updating previous editions released in 2013 and 2008. It found that mental health is a growing issue for young Australians. In 2014-15, 15.4 per cent of Australians aged 18-24 years suffered high

or very high psychological distress - up from 11.8 per cent in 2011. The rate of mental illness is even higher amongst Aboriginal and Torres Strait Islander youth aged 15-19, with a third having a probable mental illness. Young Aboriginal and Torres Strait Islanders are over three times more likely to commit suicide than non-Indigenous youth. There is abundant evidence in the ARACY Report Card and elsewhere of the urgency, severity and widespread nature of the mental health crisis amongst Australian young people. This paper however focusses on things that can be done to respond positively

What is wellbeing, why is it important,

and how is it being fostered in

Northern Territory Independent

Schools?

to the needs of young people, by detailing practical approaches that work. There are things that can be done right now in schools to make a genuine difference, and many Northern Territory Independent Schools are leaders in this field. How can efficacy be measured? Schools are encouraged to look for key signsiv of resilience and wellbeing:

1. confidence to approach new situations and approach new people

2. realistic optimism 3. avoiding constant self-blame 4. ability to set goals 5. positive self-image and self-esteem

At the Darwin Show the AISNT undertook a survey, asking 187 random respondents for ‘The three things you think are most important in an NT school’. The number one response was Student Wellbeing. The overwhelming message is that families want to know their children are safe, cared for and experiencing wellbeing. Northern Territory Independent Schools offer quality, choice and diversity, but it is also crucial to note the importance of enhancing wellbeing.

Success in learning fosters wellbeing Fostering wellbeing should be implicit in everything that happens inside the school fence according to Craig Glass, Principal of Haileybury Rendall School Darwin. “No learning takes place unless a child feels safe, cared for, in a good environment, in a nurturing classroom,” Mr Glass said. “I expect every single staff member to create that environment and to communicate that care and safety to children. When that happens, you can move on to the number one goal of all schools, which is learning. As children learn and succeed they feel self-confident and empowered.” Haileybury in Melbourne has been using an Explicit Instruction model for more than a decade with very strong results. This pedagogical approach was foundational when Haileybury Rendall School Darwin opened. The model was developed to implement evidence based research at the classroom level. This allows school leaders to develop clear instructional goals and a teacher enhancement program that is intentional and achievable. It delineates key skills, and provides a teaching template to impart those key skills that involves students in their learning, where they understand how they are being taught, and are able to reflect on that learning. Explicit Instruction is used at Haileybury Rendall School Darwin from Transition to Year 6. “The remarkable thing about this approach is the way it tends to eliminate behaviour problems, and I believe this is because the kids experience success with their learning,” he said. Mr Glass led the Haileybury Education Program for nine years before becoming the inaugural leader of Haileybury Rendall School Darwin. “John Fleming started the program at Haileybury in Melbourne in 2006 and we rolled it out at Haileybury Rendall as soon as the

school started because we know it works. We worked with our teaching staff to get them up to speed with the program, a learning process that is continuing, and we are also mentoring our Aboriginal educators in the approach because we see how important it can be for Aboriginal kids.

“It blows your mind to see how quickly students can learn when this program is up and going. “If you don’t have passionate leadership with something like Explicit Instruction, it won’t happen. You also need accountability. We are using classroom observation to promote excellence among teaching staff. After one or two observation sessions we often have teachers begging for constructive feedback because they really want to know areas in which they can improve, and ways in which that can happen. Constant improvement of teaching practice means better outcomes.” The school also promotes pride in students from the first day they start at school – pride in self, and in their school. “We set high standards, and children rise to that,” Mr Glass said. “Part of what we do here is helping people understand what an excellent school looks like. It takes persistence and passion. I believe pride is extremely important. I see tremendous pride from students who are wearing our uniform, especially the little ones who are just starting their school journey.”

‘Wellbeing needs to overarch everything else’ “As a Christian school, we take a holistic approach to wellbeing,” said Rosie Lindsey, Principal of Araluen Christian College. “We know that all people have spiritual as well as emotional and physical needs, and if one area is out of synch, issues develop. The faith elements in our curriculum let students know that they do not have to deal with things alone and there are people they can talk to.” Araluen Christina College is a KidsMatter school, and Mrs Lindsey has found that these programs have been beneficial for providing staff with strategies around mental health and wellbeing. The school also has a subscription to Holyoake (an Alice Springs centre that offers a range of programs to help people of all ages and circumstances live healthier lives and enjoy happier relationships) where some students and families have accessed sand play therapy and counselling. “Wellbeing seems to be an increasingly large issue as the structure of society changes, including the structures of families and a range of differing issues. Trauma can have a major impact. One important thing we have noticed is that children need to be able to identify their emotions before they can deal with them. Chaplain Dave leads sessions in classes dealing with wellbeing issues such as stress and how to maintain wellbeing. We also have two Youth Pastors who come into the school to work with students. “Wellbeing is part of the Australian Curriculum but it has to be ingrained across your practice and program. It cannot be something treated as a stand-alone and then move on. It needs to be seen as something that overarches everything else,” Mrs Lindsey said.

If Araluen staff have concerns about a student they fill out a form and submit it to the leadership team which then decides what needs to happen. “One option is that we support the teacher to deal with the matter. Another option is that our chaplain, Chaplain Dave, talks to the student to get a handle on the issues. A third option is to involve outside agencies.

“As a school we teach wellbeing, but we are only one element in the lives of these kids. We need to think

about ways to empower other influential people within a student’s life to be involved in their wellbeing. Strengthening families is important work, but if you look at the wider community set-up there is not as much of this happening as we need.”

Care for self; care for others Wellbeing is everyone’s business at St Philip’s College. “Positive Education plays a strong role in our approach to education, and through classes demonstrating the practise of Positive Education in real life situations,” says Sarah Pollitt, Director of Chaplaincy, Student Leadership and Round Square. “Developing Wellbeing at St Philip’s is a foundational and daily goal. Christian values, Round Square Philosophy with its six spirits, and Positive Education influence and permeate our activities, support structures and long term plans.

“Our St Philip’s College Prayer which is shared at most assemblies reads ‘Care for ourselves, our friends and all who are around us.’ “It was recently adapted to include ‘ourselves’, demonstrating the strong emphasis we place on loving yourself. House services and assemblies coupled

with Religious Education classes promote the notion of loving self and others, often through service. Round Square promotes the notion of Plus Est en Vous – there is more in you than you think – encouraging students to take opportunities to push the boundaries of self and discover the gold within.” St Philip’s has hosted two Positive Education courses organised through Geelong Grammar which have been available to others in Alice Springs. The College student leadership team is made up of 35 Year 12s charged with the ‘Care and Responsibility’ of servant leadership. There is also a student Wellbeing team of volunteer student leaders interested in promoting RUOK activities within the College. “Real service and real leadership ensure that students have to dig deep to enjoy the success only achieved through hard work and perseverance,” Ms Pollitt says. The College pastoral care system runs through six Houses with Tutor Group teachers and Heads of House dedicated to supporting their group of students. The Deputy Principals of Middle School and Senior School meet weekly to monitor

students and ensure personal care for any students displaying concerning behaviours. Positive Health Days for Years 7–10 were introduced once a term to ensure that personal development gaps in an overcrowded timetable were prioritised and addressed. Guest speakers, workshops, seminars, physical challenges and quiet time have all been developed and designed by the Heads of Students to promote connection and equip students for the changing and challenging world. “Our counsellors have promoted the RUOK project that encourages care of each other. A quiet room is available in their area for students needing special attention or a quiet space. The counsellors are available for one on one counselling

but are also keen and available to attend classes for prevention rather than reaction. Liaison between nurses, counsellors and community resources have resulted in effective intervention on a number of occasions. They provide an online referral system for students and staff to ensure maximum exposure and availability. “We promote Wellbeing at St Philip’s to engage our young people in the idea that they are not bound by the past but have a future with hope and light and positivity and opportunity to be significant, vibrant citizens of the world. The challenge is not to indulge in the current jargon but to offer real and meaty solutions to a growing problem.”

Taking a whole school approach “Wellbeing in education is a global agenda,” according to Darren Boyce, Head of Positive Education at Good Shepherd Lutheran College. “There is a clear link between wellbeing, flourishing learning and academic achievement. Young people tell us that stress and wellbeing is their biggest concern and research tells us that emotions are foundational to learning. Wellbeing has to be of paramount importance for everyone working in schools.”

Research involving more than 3000 students in Australia, USA, UK, Canada and Europe has shown that students with high wellbeing:

Find school more interesting

Feel good at school

Report that they are learning a lot

Are eager to go to school

Because of this, Good Shepherd Lutheran College has made a whole-school commitment to wellbeing. The process began in 2015 with the senior leadership team discussions regarding cultural

change and positive organisational development to create the conditions in which staff and students are happy, healthy and performing at their best.

In 2016 the College held an Appreciative Inquiry summit involving staff, students, Board members and parents, to discover the College’s “positive core”. A Strategic Plan came from that summit, where the community could see their “words, beliefs and priorities” guiding the College’s growth. In 2019, the College will repeat this process to ensure that the College remains focused on developing its strengths. Data gathered by the College showed that the Appreciative Inquiry process was not only an effective planning tool, but the activity boosted staff wellbeing.

In 2017 the college staff delved deeper into the conditions and practices that enable flourishing learning. A key strategy has been building staff capacity in coaching skills, both to improve their own professional practice as well as that of students. Coaching practices not only facilitate growth and development, but also boost individual and group wellbeing. By the end of 2018 nearly 70 staff (classroom and non-classroom) will have

voluntarily undertaken training in the Growth Coaching model.

In 2018 Good Shepherd began to build staff capacity to implement wellbeing practices through Visible Wellbeing, working with Professor Lea Waters from Melbourne University. This two-year partnership involves increasing staff and student understanding of the latest psychological research in wellbeing, incorporating evidence-based wellbeing practices into all aspects of the College’s operation, and formally integrating wellbeing goals into planning and evaluation processes.

“We believe wellbeing should be core business, based on scientific evidence, strategically planned, measured and evaluated, just like our approaches to numeracy and literacy,” Mr. Boyce said.

i Gill Coverdale, (2017) "The importance of well-being in

children and young people", Journal of Public Mental Health, Vol. 16 Issue: 3, pp.93-95 ii The Children’s Society (2017), Promoting positive well-being

for children, available at: www.childrenssociety.org.uk/what-

“We aim for everyone at the College to be setting wellbeing goals and evaluating the effects of their practices, just as we already do in other parts of the curriculum and College operation. We are careful about the change process however as this too must reflect the wellbeing needs of those involved to be effective. This is what being a positive organisation is all about. “Schools are dynamic social environments and cultural change is complex and incremental. Our roles as leaders are to make wellbeing visible in our approaches to change; to walk the talk and build community wellbeing as we go; and show we are in this for the long haul. Everyone deserves wellbeing, right across the College community.”

we-do/research/well-being/publications/promoting-positive-well-being-children iii https://www.aracy.org.au/publications-

resources/command/download_file/id/364/filename/ARACY_Report_Card_2018.pdf iv https://schools.au.reachout