Commentary and context point to better outcomes in school communities

How UWA’s independent study helped complete the picture of student wellbeing

It’s around this time of every year when people start to think about the past 12 months in terms of what’s been achieved and as a result, what may lay ahead. This is true of most professionals, people in the services sector, students – almost everyone. While falling just short of declaring that it’s human nature, I will say that this is one way we as humans can learn from the past to help guide us towards desirable outcomes in the future. The analysis of numbers and statistics have long been tools by which we measure success but numbers alone rarely tell the whole story. However, they do add valuable context and perspective.

Unfortunately, numbers can be tainted and manipulated by agenda, sample size, scaling and any number of other artificial controls however, taken at face value but coupled with actual stories, accounts and commentary, a clearer picture emerges.

Last year, The University of Western Australia School of Population and Global Health, concluded important, independent research on student wellbeing. This has been a hot topic for at least three years now for reasons stretching from the impact of covid all the way through to issues around school refusal, food access, technology, participation rates across a raft of programs and more. The notion of capturing quantifiable data on the effect of school chaplaincy on student wellbeing has always been a challenging one but the Australian Research Alliance for Children and Youth’s (ARACY) Nest framework gives valuable context and therefore a basis for useful insights.

To quote the study, “This independent research determines some immediate outcomes of chaplaincy work and confirms linkages to longer term outcomes…”

The study references the 6 domains of child and youth wellbeing which outlines the impact of YouthCARE Chaplains as reported by almost 400 principals, deputy principals and teachers across metro, regional, rural and remote state schools.

1.????? Being Valued, Loved and Safe

Positive Impact = 89% Game Changing = 59%

The overwhelming conclusion here is that chaplains have a considerable to very considerable impact on students feeling valued loved and safe.

“The chaplain in our school has provided a safe place and a calm presence to (sic) our students… and to staff.”

2.???? Having Material Basics

Positive Impact = 75% Game Changing = 44%

From the collected data it was concluded chaplains had a positive impact on students having material basics.

“Our chaplain has supported families in getting food hampers, computers through other agencies… has ?relationships with parents and the wider community… She provides support to staff at all times.”

3.???? Being Healthy

Positive Impact = 80% Game Changing = 48%

Several of the most frequently used programs facilitated by chaplains were intended to address mental health, focusing on resilience and resourcefulness.

“Our chaplain assists both staff and parents with strategies to help children in a world that is forever changing… Her impact in supporting the mental health of our staff and students has been significant.”

4.???? Learning

Positive Impact = 70% Game Changing = 33%

Positive impacts were delivered by facilitating a range of educational support programs including tutoring, transition, reading and practical life skills programs.

“By helping to support the students’ mental, social and emotional wellbeing, they are able to focus better on their learning.”

5.???? Participating

Positive Impact = 81% Game Changing = 44%

In practice, participating means children and youth are supported in expressing their views and they are involved in decision-making processes that affect them. Activities include student leadership, cadets, sports and musical programs.

“Our chaplain plays an incredibly important role within our school community. For students there is an extra advocate within the school for them and for families. During this time of much change, she has worked alongside admin to support and thank staff for their efforts to maintain a happy and supportive environment.”

6.???? Positive Sense of Culture and Identity

Positive Impact = 76% Game Changing = 44%

Each week chaplains had pastoral conversations with Indigenous students, Culturally and Linguistically Diverse (CALD) students, LGBTQI students and refugee students. It’s here that chaplains had a positive and considerable impact on students’ sense of culture and identity.

“The chaplain is invaluable to our Student Services Department and has, I believe, made huge differences to a number of students.

(Our chaplain) is open to support all regardless of beliefs, ethnicity or gender. She also can refer students to the right type of follow up/support where needed.”

Additional theme

Outcomes for the School Community

Positive Impact = 88% Game Changing = 70%

These figures confirm that chaplains’ personal conversation and community development activities make a substantial contribution to the school community.

“The chaplaincy service is invaluable to our school. Our chaplain is one of the cornerstones of our school community. They provide such a range of support to our whole school community that we do not receive from other agencies, roles or staff.”

Again, rather than simply quoting numbers, it’s important to reveal their meaning and corresponding ways forward to an improved education experience landscape. Ultimately, none of this can be done without qualified people who have made it their mission to provide care, respect, compassion and service.

At the end of the day (and year for that matter), understanding and acting on the data and the desire to create brighter futures, is what will help support resilience, and wellbeing in school communities throughout 2024 and beyond.