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 resilience.
in April 2012, the Prime Minister launched the Youth Mental Health Project, 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:
In 2014, the Education Review Office (ERO) undertook an evaluation of the extent to which schools were promoting and responding to student wellbeing. The findings were published in the following reports:
This effective practice report provides further detail about practices in selected schools (see methodology in Appendix 1) that promote wellbeing for all students, and describes how these schools respond when concerns, issues or events require more targeted support.
This report complements an ERO resource developed for schools to help them improve student wellbeing. Wellbeing for success: a resource for schools describes the practices in schools that effectively promote and respond to student wellbeing.
Developing a positive school culture is vital for achieving the desired outcomes for student wellbeing. Schools promote a culture of wellbeing by making their vision, values, goals and priorities part of 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.
ERO's report Wellbeing for Young People's Success at Secondary School (February, 2015) describes the ways in which schools addressed student wellbeing, modifying the Intervention Triangle 3 as a 'promoting and responding triangle' (Figure 1) that describes the provision of support for all students and for particular groups of students.
This report focuses on the first two tiers: promoting wellbeing for all students; and responding to wellbeing issues as they arise. Having a strong culture of wellbeing provides the foundation for schools' responses to issues and crises