Flourishing at School


School staff and students spend approximately half of their waking hours each day at school. This makes schools a great place to provide interventions that optimise individual wellbeing.

Wellbeing is more than the absence of illness. Rather it is a positive state in which “every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community” (World Health Organisation).

Wellbeing, or the lack of it, can affect a student’s engagement and academic success. Similarly, educators with reduced wellbeing are likely to be less engaged, less productive, and experience more absenteeism than their “well” colleagues.

According to the Public Schools New South Wales Wellbeing Framework for Schools (2015), Schools can shape the wellbeing by a number of broad influences including the degree to which there is an experience of:

  • choice,
  • achievement of meaningful goals,
  • positive relationships,
  • enjoyment (experience of positive emotions),
  • personal growth and development,
  • health, and
  • safety

This approach is consistent with the Geelong Grammar School Model for Positive Education (2013).

According to the NSW School Excellence Framework (2014), to be excelling in the learning element of wellbeing, schools should have in place a comprehensive and inclusive framework to support the cognitive, emotional, social, physical and spiritual wellbeing of students, which measurably improves individual and collective wellbeing.

In response to this need to measure and track student wellbeing, People Diagnostix has developed the Student Flourishing Profile (SFP) and individual and teaching resources to support mental health.

Contact us if you are interested in hearing how to understand and optimise student and staff wellbeing.

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