Promoting student wellbeing

Promoting and responding triangle which is an inverted triangle which is split into three. The first box is Promoting wellbeing (all students all times). The second is Responding to issues (some students some times) and the third is Responding to a crisis (a few students)

Developing a positive school culture for wellbeing is vital for achieving the desired outcomes for student wellbeing. Schools promote wellbeing by enacting their vision, values, goals and priorities in their curriculum and associated learning and teaching practices. The capability to respond well to a particular event is often determined by the way in which the school's culture of wellbeing enables and supports leaders and teachers to respond.

The following section uses the evaluation and reasoning processes framework to help schools evaluate how well they are promoting the wellbeing of all students.

Noticing

To evaluate the promotion of student wellbeing through our school vision, values and wellbeing priorities and

a green circle called Noticing

how well the school curriculum promotes wellbeing, ask:

> What do we want to know about this?

> What might our focus be and why?

> What have we been doing related to this?

This is a green box which reads For example we might: inquire into how well our values are reflected in the way we work with parents and whanau, evaluate as part of our regular curriculum reviews hw well we promote leadership for all students and evaluate how well and how often diversity is valued and celebrated in our schools

Investigating

To find out more about a particular aspect of our curriculum, or togauge the views of our school community (leaders, teachers, students, parents and whānau and others in the community), ask:

a magenta circle called Investigating

> What do we need to investigate?

> How might we do that?

> What do we already know?

> What data do we have that we could use?

> Whose perspectives should we seek and why?

Investigating examples which reads For example we might: use a variety of approaches to find out the extent to which parents and whanau fell they are informed listened to and valued, look for where there are opportunities to find out what students think about one of our wellbeing priorities, look for how many opportunities there are in our curriculum for students to explore relevant and topcial wellbeing issues, provide and opportunity for teachers to reflect on the ways in which the school values are incorporated into teaching practice.

Collaborative sense making

To make sense of the data/information gathered, ask:

A light blue circle called Collaborative sense making

> What is the data we have gathered telling us?

> How do we feel about this?

> Is this what we expected to find?

> Are there any surprises?

> Is there anything we need to explore this further?

> What insights could others provide on our analysis?

Collaborative sense making reads for example we might: collate data from a community survey about wellbeing priorities and invite community members to meet to analyse the responses, use the School Evaluation Indicators (Domain 4: Responsive curriculum effective teaching and opportunity to learn) to help compare our students views about how we promote wellbeing in our school curriculum

Prioritising to take action

To decide what particular action(s) to take, ask:

An orange circle called Prioritising to take action

> What do we need to do and why?

> What changes are needed?

> Do we have the capability to do this?

> What support might we need?

> Who should we involve?

Prioritising to take action reads: for example we might: re-prioritise wellbeing priorities based on the findings from a community hui, decide what our helath and physical education curriculum for Year 9 will focus on following our analysis of HEEADSSS assessment data

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Monitoring and evaluating impact

To know whether actions have had the desired impact, ask:

A black circle called Monitoring and evaluating impact

> How well are we promoting wellbeing in our school?

> What's working well and what do we need to change?

> How do we know?

> What evidence do we have?

> Do we need to do something different? Why?

> What do we want to keep doing? Stop doing?

> Are we getting the outcomes we wanted? How do we know?

Monitoring and evaluating impact examples reads for example we might: monitor as part of curriculum reviews, how our school values are being integrated inot the curriculum, use our data about student engagement attendance and involvement in co-curricular activities to monitor progress towards our wellbeing priorities

 

  1. The Werry Centre. (2015). Home, Education/Employment, Eating, Activities, Drugs and Alcohol, Sexuality, Suicide and Depression, Safety. Retrieved from http://www.werrycentre.org.nz/professionals/training-and-events/heeadsss-assessment-and-working-young-people-blended- learning-0.