Introduction

Student wellbeing plays an increasingly important role in schools around the world. While this article will focus to an extent upon the approach to student wellbeing in Australian schools, the issues discussed in terms of mental health and positive wellbeing, school community and the specific needs of children and young people have implications for any modern educational setting from early learning to high school, in any country in the world.

The complexity of modern life, pressures on family systems, the impact of new media formats and many other factors have been clearly demonstrated to have significant impacts upon the mental health and wellbeing of children and young people in a diverse range of contexts. The intensification of these pressures has made mental health literacy more important than ever as school based programs seek to support student wellbeing in ways that may not have been necessary at previous times. The emotional skills that many students in primary and secondary schools have developed may not be adequate to address the significant pressures that many young people experience. It is in the context that evidence based social and emotional learning can assist young people to not simply navigate these complexities but learn to find pathways to success and enhanced wellbeing as the grow and develop.

Implementing wellbeing programs is a significant challenge for educational leaders, teachers and youth mental health workers. School leaders play a crucial role in developing a school culture that can support student wellbeing and assist school communities to flourish.

Creating a positive climate for improved outcomes in early childhood and adolescent mental health requires the sustained development of whole school positive learning environments, a commitment to helping young people develop enhanced social and emotional skills and consistent program implementation. A best-practice mental wellbeing program provides students in high school and early learning with important opportunities to develop psychological wellbeing, improved physical health and positive relationships through practical strategies that can help to reduce anxiety, depression, the prevalence of a student experiencing a mental health disorder, and other markers of poor wellbeing.

This guide will cover a range of core topics in the area of mental health and wellbeing programs and will reference the Australian Student Wellbeing Framework developed by the Department of Education. The guide will explore important topics including, social emotional learning, emotional wellbeing, school engagement, whole school community approaches, and how a wellbeing framework can help young people become more mentally healthy and experience greater safety and wellbeing from early childhood to secondary schools. Both young people, educators and parents can benefit from the information in this guide as they work together to create mentally healthy school communities where social and emotional wellbeing is valued, supported and resourced.

Australian students, according to the Murdoch Children’s Research Institute face a range of significant challenges, especially young people at the margins of society, such as Aboriginal and Torres Strait Islander students, who cannot easily access mental health programs. Poor wellbeing for young people has significant and ongoing implications for the wider society in which those young people live. Children and young people who cannot access wellbeing resources can also struggle to develop social and emotional skills and basic mental health literacy. This is a significant reason that has led the Department of Education to place an increasing emphasis upon the need for school based programs in early learning and high school. These mental health and wellbeing programs can do much to ensure that no child or young person is left behind. The inclusion of physical spaces such as a student wellbeing hub is one example of how health and wellbeing programs can make a significant difference in the social and emotional wellbeing of children and young people and can also help support school communities develop a more robust and fit-for-purpose range of wellbeing resources.

Why Wellbeing Programs are Essential

In previous eras, the wider family and social networks in which young people functioned may have provided a greater level of emotional wellbeing due to the forms of social and emotional learning that took place in those more expansive social contexts. The term ‘atomization’ if often used to describe the way in which previously strong social networks and communities have become increasingly fragmented or ‘atomized’ into smaller and increasingly self-referential and autonomous units. This process of atomization can often lead many children and young people to experience increased levels of perceived loneliness and social isolation. According to the Australian Institute of Health and Welfare this sense of isolation can present genuine risks of harm to young people in the areas of emotional wellbeing, health wellbeing and other wellbeing outcomes such as positive relationships and social and emotional skills.

One important report from the Institute states:

These experiences of isolation and loneliness can even cause greater risks of premature death. One major study, from the Global Initiative on Loneliness and Connection stated:

In essence, humans are deeply social beings. The lack of connection, belonging and relationship which is a hallmark of many modern societies means that the family and social systems that once supported young people may no longer do so. For many young people, their main source of social support and emotional learning is now taking place in school community. Both primary and secondary schools now play a unique and important role in creating a learning community where positive mental health, emotional learning and core relationships all coalesce. While this guide does not suggest that school based programs can or should replace the preeminent role of healthy and functioning families, it is clear that many primary and secondary schools and now playing a significantly more important role in student wellbeing than they may have done previously. The Australian Student Wellbeing Framework makes clear that schools are a central place in which young people can be supported and can experience the safety and wellbeing they need within the whole school community.

At present, schools use a diverse range of strategies to create both positive learning environments and whole school approaches to student wellbeing and the continued support of social and emotional learning. The modern learning community is a place where school leaders seek to develop a school culture that supports the mental health and wellbeing of all Australian students including Aboriginal and Torres Strait Islander students. School leaders seek to create learning communities where the ‘student voice’ is heard and where teaching and learning and all student wellbeing programs work together to ensure that the mental health of students is considered a major priority. In essence, effective, teaching and learning is not possible when student mental health and wellbeing is in a poor state.

In recent years the Australian Student Wellbeing Framework, the Department of Education and the have all placed an increasing focus upon student wellbeing and this has led to a national Australian Curriculum education initiative from early learning services to high schools where each wellbeing program seeks to meet core benchmarks that optimise outcomes for all young people. These increasing levels of focus from government and research bodies has meant that more high quality wellbeing resources have made their way into the classroom. From physical education, to professional learning modules for teachers, more schools than ever are supporting mental health and wellbeing programs for young people that can help both individual young people and also entire school communities to thrive.

As mentioned previously many schools are now making a student wellbeing hub available as a first point of connection for young people struggling with mental health and student wellbeing challenges. The student wellbeing hub can offer a range of information and early intervention strategies to assist students in Australian schools to navigate the challenges of childhood and adolescence. The student wellbeing hub will normally offer a range of information, often in the form of brochures, pamphlets or similar resources that can help students to gain some initial information about specific issues, challenges of problems they may be facing. These hubs will usually be staffed by an appropriately trained staff members who has been appointed by school leaders to become a first contact person for student wellbeing programs.

It is important to mention at this point that all content made available to students and all information provided by key staff be appropriate for both the age of the student and in accordance with the specific ethos of the school community. A public school community and its school leaders may permit content that would not be appropriate in another educational context. Many faith-based schools have important spiritual, moral and ethical principles related to some aspects of student wellbeing. These principles are to be respected.

It is also important to state that parents are the primary educators of their own children. Parents must be permitted to know the content and approach taken to sensitive topics both in the classroom and within any ancillary support service related to student mental health and wellbeing. To deny parents this right would not be in keeping with basic approaches to the relationship of the state to the family and of the irreplaceable role of parents as primary educators.

At the heart of all whole school approaches and of individual classroom lessons in the area of student mental health and the safety and wellbeing of children and young people must be a deep commitment to the genuine social emotional flourishing of each student. All young people are a unique and precious gift in an of themselves. The purpose of mental health literacy and supporting student wellbeing must never be political or ideological but always focused upon the genuine wellbeing and development of each child.

One of the most simple but important ways in which the whole school community can improve social and emotional wellbeing is to develop a consistent focus upon the value of positive relationships. Healthy learning communities are places where teachers strive to develop rich and positive relationships with young people. These positive relationships can have an often hidden but nonetheless powerful impact upon student mental health and their sense of connection and belonging. A focus upon positive relationships leads to a genuine feeling for young people that their school community is a place of welcome where they know that significant people such as their teachers and schools leaders genuinely care about them. It is a simple step but one that is easily overlooked when education and training in mental health can ofter focus on interventions or strategies that can seem more complex. At times, the simplest and most human gestures of warmth, welcome, appreciation or encouragement may do a great deal to help young people who may be struggling, lonely or feeling isolated. The quiet and often hidden actions of individual teachers and support staff can do much to support school communities to become a welcoming home away from home for many young people.

Features of Effective Wellbeing Programs

Consistent research findings suggest that what makes mental health and student wellbeing programs effective and sustainable can be identified and optimzed over time. According to the New South Wales Department of Education the key components are that a succesful program requires the following attributes:
Clearly identified aims and objectives.

Having clear goals and objectives for the program is crucial. This helps to avoid ‘mission creep’ where the program continues to expand into more areas of the curriculum and grows in complexity and demands increasing resources. When this happens it becomes unclear as to what the original goals were, whom was responsible for key outcomes and how the efficacy of the program can be ascertained.

Appropriate base-line research

If possible, an effective mental health and wellbeing program requires some form of baseline research. This research can then provide a foundation for evaluation. Research might include some form of age-appropriate student survey or simply a record of how many students of what age and sex and seeking access to a specific program. This early learning and research can be a powerful tool of evaluation and feedback.

Relevance to the needs of students and the school community

Succesful programs need to be developed and deployed in response to genuine mental health and wellbeing needs of children and young people in the particular school community. These needs will be an expression of the ‘student voice’ but also of the perception of school leaders and teacher as well as parents. The wellbeing framework that develops from these needs should be an appropriate fit for different learning communities and not a one size fits all approach based on current popular trends that may not be of value to a particular school community. At times, certain ideologies or trends can dominate or dictate a wellbeing framework and this it to be avoided. What matters is what actually works for each school and for the young people the school is seeking to serve and support.

Universal program delivery.

A succesful mental health and wellbeing program provides pathways for all involved to be included in the program delivery. Rather than individual teachers delivering content to various students at random, a successful wellbeing framework includes program delivery and training for all stakeholders. This will include information and training for children and young people, teachers, school leaders and also parents. It is an inclusive process with clear communication about the issue the program is addressing, the goals and outcomes of the program and the specific methodology being utilised.

Clearly defined implementation procedures

Once the wellbeing framework has been established the process of implementation has to be clear and direct. This includes articulation of which staff have which specific responsibilities, what training is required and when and how the program will be delivered to young people. The wellbeing framework must also outline processes for evaluation and how this evaluation will be used in future program iterations. Australian schools have, in recent years, become increasingly focused upon using best practice project management methodologies to ensure optimised program delivery.

Research Report Insights

One Australia university well known for the quality of its academic learning has recently begun to also focus upon the value and importance of student wellbeing programs. Monash University has conducted important research into student wellbeing as well as the way in which social and emotional learning can help to transform education and training and student outcomes.

Monash University undertook an important research project during the COVID 19 lockdowns with a particular focus upon the mental health and wellbeing of Monash University students. Called the Thrive@Home project and completed by the Turner Institute for the Brain and Mental health some important results were:

Study leader Kim Cornish stated:

Study leader Kim Cornish stated:

The essential aim of the Monash University approach to mental health and student wellbeing is the belief that there is a powerful long-term efficacy to prevention and early intervention rather than trying to respond to mental health crises that may emerge at a later date due to a lack of strategic thinking in the emerging area of student wellbeing programs.

By developing a strong survey-based research project Monash University has shown a willingness to prioritise enhanced mental health outcomes through a wellbeing framework based upon data, prevention and early responses to emerging issues and problems.

Planning and Implementation

A crucial component of any wellbeing framework is the clear delineation of roles and responsibilities for staff. With the complexity of modern school communities, schools leaders in both early learning facilities, primary schools and high schools must clearly identify key roles, recruit key staff and provide appropriate education and training. A failure to provide a clear sense of roles and responsibilities in any mental health program can easily lead to confusion, inefficiency, the duplication of resources and systems and other similarly negative outcomes. A key component of the Australian Student Wellbeing Framework is a focus upon identifying key role and responsibilities and minimising inefficiency and duplication.

• A second core component of succesful implementation of a student wellbeing program is that the program provides modalities for the effective monitoring of student outcomes. Without clear access to data on what, if anything, has changed for students, the program cannot be viewed as succesful. A variety of monitoring process may be appropriate based upon the unique context of each school community. These may include surveys, student interviews, focus and discussion groups or peer led forums. What is important is that the school and school leaders develop an easily identifiable and replicable process for monitoring student progress during the implementation of the program.

Many schools have begun using simple check-in or ‘PULSE’ systems where young people can answer a series of short questions about their current experience of mental health. These can be recorded digitally and any significant trends ca be quickly identified along with any individual students facing a mental health crisis. Schools have begun using tablet devices or laptops to make these surveys available on a daily or bi-weekly basis. the ability to map this data over time can give schools unique insights into the experience of their school community. These processes can also be of value during moments of local or national crisis such as natural disasters or global conflict.

It is important for school leaders to ensure that data remains secure and that appropriate student privacy is respected and that parents are also included in the process. There has been a concerning trend in recent years where some ideologies have sought to exclude parents from sensitive information concerning their own children. Parents have prime responsibility for their own children and their children’s first educators. Any processes that seek to exclude parents from being informed of important information pertaining to their own children is to be avoided.

Another important aspect of effective mental health program delivery is the need for ongoing staff consultation. Staff are responsible for the actual delivery of the practical strategies that can facilitate positive mental health across the whole school community. As such, their ongoing engagement and consultation is essential. School based programs require motivated and committed teachers and a key component of their commitment is the sense of being heard, valued and respected as programs are developed and deployed. School leaders play an important role in developing this attitude of mutual respect that can be central aspect of a healthy school culture. In its absence, teachers can ofter feel taken for granted and devalued in their important daily contribution. The Australian Student Wellbeing Framework makes consistent reference to the value of empowering teachers in not simply delivering practical strategies but in being central contributors in their development and on-going refinement. A healthy learning community is a place where staff are valued and their wisdom, insight and experience make a difference.

Wellbeing Program Planning Template

A useful tool for schools to develop and refine their own approach to student wellbeing and mental health is a Planning Template. This document can be adapted for the particular needs of an individual school but consists of several core components. There should be a section for listing and reviewing different forms of relevant content. There should be a section for documenting the relevant research base for the potential practical strategies and, finally, a section for listing the various practicalities relevant for the unique school context. The aim of the template is to provide a standardised approach to considering the potential efficacy of any new initiative. The document encourages staff to consider how particular programs or wellbeing resources are best suited to their needs as well as what forms of education and training may be needed. The goal of the template is ensure the relevant research and evidence base is present. This criteria can help to ensure that genuine social and emotional wellbeing can be enhanced instead of just another program being created that does not actually support student mental health.

Wellbeing Program Planning Template

Due to the varying complexity of potential student needs from early learning services through to high school communities and higher education, a range of mental health programs and wellbeing initiatives may be appropriate.

These diverse programs may include a focus upon categories such as:

• Anxiety and Depression
• Self-Harm and Suicide
• Behaviour and Social Skills
• Body Image
• General Programs

While there are some common themes that may be present in each category it is also important for educators and school leaders to be aware that some programs may require staff to have suitable training in key areas. Issues such as self-harm and suicide prevention are sensitive topics that require teachers and other school staff to have the requisite training.

Topics such as behaviour and social skills are a crucial part of health and wellbeing programs and schools can play an important role in assisting students to grow more confident in these areas. While explicit teaching of skills is of value, school communities can also offer a valuable social function simply by creating opportunities for healthy social interaction through a wide variety of social events for in which students can participate. These may include sporting events, games, drama, musical productions and more. These types of events can often involve several different schools and allow students to make social contacts beyond their normal interactions.

Of great value in terms of the different types of wellbeing programs a school may make available is the school’s overall culture and perception of the value and dignity of each person. Programs that are delivered devoid of a deeply human and personal element may struggle to connect with students. Human persons are deeply emotional and social beings. Program that recognise and make explicit the emotional, spiritual and relational aspects of human existence do a great service to young people. A wellbeing framework that takes into consideration the human aspect of relationships with self and with others is likely to have significantly enhanced efficacy due to the focus on emotional skills that can lead to students reporting an increased sense of feeling more mentally healthy. The best program provides a rich mix of research-based programming and wellbeing resources along with wellbeing outcomes focused upon the full human person in all their diverse aspects. School leaders play a preeminent role in ensuring that there is the necessary education and training to get this balance right. There is, of course, an important place for a clear student voice in this development process as positive learning environments are created in response to clearly articulated needs regarding student wellbeing. Parents can also support school communities as they grow in the creation of a deeply human shared sense of value and care for all members.

The topic of body image also offers important opportunities to help to develop a deeper sense of emotional wellbeing across the whole school community. Modern media and particularly, social media, often portray an extremely limited perception of body types. As such, the Australian Student Wellbeing Framework places a significant emphasis upon the importance of students experiencing positive learning environments where a holistic approach to body image can be developed. This can be made more explicit in the teaching and learning process in areas such as physical education where positive mental health can be supported through a range of activity. The development of healthy body image can begin via simple and basic approaches in early learning services and continued more extensively in primary and secondary schools through a range of appropriate school based programs. Other subject areas that address topics such as media literacy can also develop social and emotional capacity for the whole school community by critiquing the unhealthy depictions of body image that can undermine student wellbeing.

Conclusion

The area of mental health and the enhancement of outcomes in the area of student wellbeing is a crucial one for all areas of modern education. From early learning services through to university and college level, more educational institutions are focusing significant resources in teaching and learning, school culture and an in professional learning modules to create a stronger emphasis upon mental health.

Modern life presents an increasing number of children and adolescents with a growing array of complex social and emotional challenges. The social structures that once provided a more robust capacity for coping and flourishing have come under increased pressure at the same time as a vastly increased level of societal, economic and technological complexity has become manifest. For many students they experience aspects of modern life with increased rates of anxiety and depression, loneliness and isolation. This has also coincided with a culture wide breakdown in the forms of relationships and family networks that once operated as forms of support.

Many schools now find themselves at the forefront of these challenging issues and are seeking to rapidly adapt to a new landscape of student need. This leads to a desire to research and deploy appropriate programs that can adequately meet the needs and expectations of their school communities. While there is no shortage of goodwill on the part of those in positions of leadership it is important to make clear that not all responses, initiatives and programs are equal. This is why evidence based wellbeing interventions are so important. It is possible, in the absence of the forms of research and planning suggested above, that schools may deploy programs that may lack efficacy or, at worst, cause harm to students, regardless of how well intentioned some leaders and educators may be.

For this reason any successful national education initiative focuses upon evidence based programs that make a demonstrable contribution to school efforts and can be supported with the appropriate empirical data. In the absence of quality evidence based program many schools are left with ad hoc approaches that do little to create genuine and sustainable change in the lives of individual students or the wider school community.

In closing it can be clearly stated that the modern school, early learning centre or university has a unique and privileged role to play in the life of the wider society. Modern educational institutions are a meeting place for students and the complex realities, tensions and pressures of modern life. As such, schools should be encouraged to take their place in providing the appropriate levels of mental health support for students as is necessary. Importantly, this must always be undertaken with the full support of parents as primary educators of their own children.

A healthy school can be a special place of growth and development for students. It can be a place of positive mental health, emotional wellbeing and deep and rich human relationships. All that can be reasonably undertaken to help modern schools and educational institutions to deploy high quality evidence based programs should be done. Schools should be encouraged to do all they can reasonably do to help children and adolescents flourish by learning the key skills that can make all the difference in their journey of emotional development and positive human flourishing.