Results for "wellbeing"

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1. Appendix 3: Judgements used for the evaluation

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   To what extent does this school promote and respond to student wellbeing?  4 The school’s promotion and response to wellbeing is extensive The school’s culture, values and operations are well aligned with those of ERO’s Wellbeing Indicator Framework 1. The following features are evident: The school’s approach to student wellbeing, including values, leadership, partnerships and inquiry processes contribute to students attaining the Desired Outcomesfor student wellbeing (figure 1),...

   http://www.ero.govt.nz/publications/wellbeing-for-childrens-success-at-primary-school/appendix-3-judgements-used-for-the-evaluation/

2. Appendix 2: Judgements used for evaluation

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   To what extent does this school promote and respond to student wellbeing? 4) The school’s promotion and response to wellbeing is extensive The school’s culture, values and operations are well aligned with those of ERO’s Wellbeing Indicator Framework1. The following features are evident: The school’s approach to student wellbeing, including values, leadership, partnerships and inquiry processes contribute to students attaining the Desired Outcomesfor student wellbeing (figure 1), p...

   http://www.ero.govt.nz/publications/wellbeing-for-young-peoples-success-at-secondary-school/appendix-2-judgements-used-for-evaluation/

3. Section One: Introduction

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   This section describes the desired outcomes for student wellbeing and principles to guide student wellbeing. Wellbeing is vital for student success. This is the premise on which the Draft Evaluation Indicators for Student Wellbeing have been developed. The indicators in this document draw from research and evaluation evidence and describe a clear and concise picture of school practices that effectively promote and respond to student wellbeing. At the centre of these practices are diverse studen...

   http://www.ero.govt.nz/publications/wellbeing-for-success-draft-evaluation-indicators-for-student-wellbeing/section-one-introduction/

4. Appendix 2: Guiding principles for student wellbeing

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   In Wellbeing for Success: Draft evaluation indicators for student wellbeing (November, 2013), ERO identified five principles as common themes in the evidence and research on effective programmes and initiatives to promote and respond to student wellbeing.The principles in Figure 2 are strongly tied to a holistic approach to student wellbeing and acknowledge student wellbeing as multi-dimensional. Each principle needs to be enacted in balance with each of the others for student wellbeing to be p...

   http://www.ero.govt.nz/publications/wellbeing-for-success-effective-practice/appendix-2-guiding-principles-for-student-wellbeing/

5. Section Three: Improvement and Responsiveness to Student Wellbeing

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   This section describes inquiry and improvement processes to improve and respond to student wellbeing. Inquiry and improvement processes are fundamental to schools improving student wellbeing. These processes enable trustees, leaders and teachers to systematically identify, prioritise, learn from and modify strategies to improve student wellbeing. Inquiry and improvement processes are often driven by an overarching evaluative question. The question here is, ‘to what extent do schools promote a...

   http://www.ero.govt.nz/publications/wellbeing-for-success-draft-evaluation-indicators-for-student-wellbeing/section-three/

6. Methodology

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   The overarching question for this national evaluation was:To what extent do schools promote and respond to student wellbeing?The evaluation involved 68 secondary schools in Term 1, 2014. The type of school, roll size and location (urban or rural) are shown in Appendix 1.ERO’s judgement 1 for each school was linked to ERO’s Wellbeing for Success: Draft Evaluation Indicators for Student Wellbeing (draft) 2013.2 The judgements were based on: the commitment and enactment of processes that pro...

   http://www.ero.govt.nz/publications/wellbeing-for-young-peoples-success-at-secondary-school/methodology/

7. Foreword

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   Wellbeing is a concept that covers a range of diverse outcomes. In schools, it’s about young people playing an active role in their own learning and in developing healthy lifestyles.Our education system maintains a focus on wellbeing from the time a child starts early childhood education until the time they leave secondary school, through the early childhood curriculum Te Whāriki and The New Zealand Curriculum for schools.But in our complex and changing society, children and young people face...

   http://www.ero.govt.nz/publications/wellbeing-for-childrens-success-at-primary-school/foreword/

8. Introduction

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   Wellbeing is vital for student success and is strongly linked to learning. 1, 2 New Zealand and international research shows that many school factors influence student success. Although there is no single measure for student wellbeing, the factors that contribute to it are interrelated and interdependent. For example, a student's sense of achievement and success is enhanced when they feel safe and secure at school. This in turn lifts their confidence to try new challenges, strengthening their...

   http://www.ero.govt.nz/publications/wellbeing-for-success-effective-practice/introduction/

9. Improving wellbeing in your school

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   This section will help you to: think about how you promote the wellbeing of all students in your school community and the way in which you respond to emerging wellbeing concerns include a focus on how well you promote wellbeing as part of your school's internal evaluation processes use your internal evaluation processes to evaluate the effectiveness and impact of your responses to particular wellbeing-related events, issues and concerns. Each school's priorities for wellbeing will be different....

   http://www.ero.govt.nz/publications/wellbeing-for-success-a-resource-for-schools/improving-wellbeing-in-your-school/

10. Methodology

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    The overarching question for this national evaluation was ‘to what extent do schools promote and respond to student wellbeing?’The evaluation involved 159 primary schools that had an education review in Term 1, 2014. The type of school, roll size and location (urban or rural) are shown in Appendix 2.ERO’s judgement 1 for each school was linked to ERO’s Wellbeing for Success: Draft Evaluation Indicators for Student Wellbeing(draft) 2013 2 and based on the: implementation of processes t...

    http://www.ero.govt.nz/publications/wellbeing-for-childrens-success-at-primary-school/introduction-2/

11. Section Two: Wellbeing Indicator Framework

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    This section contains the Wellbeing Indicator Framework and the indicator tables.The Wellbeing Indicator Framework has been organised into three interrelated and interdependent parts. They are – A Culture of Wellbeing: Values and Practice; Ako: Learning, Teaching and Curriculum; Systems, People and Initiatives.Each part of the Wellbeing Indicator Framework is described below:A Culture of Wellbeing: Values and Practice describes the expressed values, school aspirations and stated objectives for...

    http://www.ero.govt.nz/publications/wellbeing-for-success-draft-evaluation-indicators-for-student-wellbeing/section-two-wellbeing-indicator-framework/

12. Foreword

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    The wellbeing of our young people is central to their success as confident lifelong learners. Wellbeing is a concept that covers a range of diverse outcomes. All definitions of wellbeing in schools assume that young people play an active role in their own learning and in developing healthy lifestyles.Our education system maintains a focus on wellbeing from the time a child starts early childhood education until the time they leave secondary school, through the early childhood curriculum Te Whār...

    http://www.ero.govt.nz/publications/wellbeing-for-young-peoples-success-at-secondary-school/foreword/

13. Appendix 4: Key differences between the groups of schools

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    Table 1 describes the key characteristics of the ways schools promoted and responded to student wellbeing that distinguished one group from the next.Table 1: Key characteristics of the way schools in each group promoted and responded to student wellbeing   An extensive focus on student wellbeing, with this woven through all actions (11%) Student wellbeing was well promoted through the curriculum and there were good responses to wellbeing issues (18%) Reasonable promotion of and response...

    http://www.ero.govt.nz/publications/wellbeing-for-childrens-success-at-primary-school/appendix-4-key-differences-between-the-groups-of-schools/

14. Introduction

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    In April 2012, the Prime Minister launched the Youth Mental Health Project 1, with initiatives across a number of education, social and health agencies. The project aims to improve outcomes for young people aged 12 to 19 years with, or at risk of developing, mild to moderate mental health issues. These outcomes include improved: mental health resilience access to youth-friendly health care services. Wellbeing is vital for student success. Student wellbeing is strongly linked to learning. A stud...

    http://www.ero.govt.nz/publications/wellbeing-for-success-a-resource-for-schools/introduction/

15. Overview

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    All young people want the same things. Things like being included, learning, taking risks and experiencing success, having friends who value and accept them, and feeling competent and confident. They want teachers to be interested in them, to care for them and be trustworthy.Likewise, parents want similar things for their children. To be happy at school, to feel safe, to be understood, to be well cared for by other adults, to relate well to others and become independent, and to experience succes...

    http://www.ero.govt.nz/publications/wellbeing-for-childrens-success-at-primary-school/overview/

16. Section Four: Questions for Schools to ask about their own school-wide processes and individual student wellbeing

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    The following self-review questions provide examples for schools to use as they inquire into the question, ‘to what extent do we promote and respond to student   wellbeing’? A culture of wellbeing: values and practices Of the parts that directly improve student wellbeing as a whole, one of the features is building a culture of wellbeing. While a systematic approach to building a culture of wellbeing may be a challenging exercise, it is vital to the achievement of the desired outcomes for...

    http://www.ero.govt.nz/publications/wellbeing-for-success-draft-evaluation-indicators-for-student-wellbeing/section-four-questions-for-schools/

17. Conclusion

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    The effective practice described in this report shows the variety of ways a group of primary and secondary schools promoted and responded to student wellbeing. They did this by carefully cultivating a positive school culture, based on values determined, understood and shared by their community. By being proactive about developing a strong culture of wellbeing, leaders in these schools were in a good position to respond to any issues or crises that arose.School leaders and their communities had a...

    http://www.ero.govt.nz/publications/wellbeing-for-success-effective-practice/conclusion/

18. Background

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    In April 2012, Prime Minister John Key, launched the Youth Mental Health Project. The project includes a package of 22 initiatives targeting young people aged 12-19 years with, or at risk of developing, mild to moderate mental health issues. In support of the project, the Education Review Office (ERO) is carrying out an evaluation project to assist schools to promote and respond to student wellbeing. The evaluation will  be carried out in three stages. The first stage involves the development...

    http://www.ero.govt.nz/publications/wellbeing-for-success-draft-evaluation-indicators-for-student-wellbeing/background/

19. Foreword

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    How children and young people feel at school has a major impact on how confident they are and how well they learn. There is no single measure for wellbeing, but the factors that contribute to it are interrelated and interdependent.Most children and young people enjoy school, thrive and succeed. But for some, negative experiences, behaviours or emotions during the passage from childhood to adulthood can affect their wellbeing and lead to long-term negative consequences.In 2012 the Prime Minister...

    http://www.ero.govt.nz/publications/wellbeing-for-success-effective-practice/foreword/

20. Introduction

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    Wellbeing is vital for student success and is strongly linked to learning. 1, 2 Wellbeing is at the heart of curriculum and student educational experiences.The concept of wellbeing has continuity right through New Zealand education. It is evident from the principles and strands of Te Whāriki, the early childhood curriculum,through the values and key competencies of The New Zealand Curriculum (NZC) for schools, to the tertiary and employment key competencies.The NZC guides the design and implem...

    http://www.ero.govt.nz/publications/wellbeing-for-childrens-success-at-primary-school/introduction/