Putting Together a Meaningful Wellbeing Plan…

…that works…By

Dr Helen Street

Wishing for improved school wellbeing in 2024, can seem a bit like wishing for unicorns and rainbows.

Indeed, if you are a principal picking yourself up from yet another hostile encounter with a frightened and angry parent, the idea of supporting engagement in your work may well seem like an impossible dream.

Similarly, if you are a teacher who has just put out their twentieth metaphorical fire of the day, and it is only period two, you may well wonder how and when you are going to be building all of this belonging in your students, never mind in yourself.

Even if you are travelling well in your day to day life as an educator, it would still be very reasonable to wonder how you can possibly build belonging and engagement in a way that is meaningful, sustainable and actually realistically manageable.? There are only so many wellbeing initiatives that can fit into an overflowing school timetable, only so much time to actively build relationships, and only so many different ways of giving encouraging speeches about the importance of respect, kindness and care.

In the reality of school life in 2024, we are dealing with untold levels of anxiety and stress in our students, our staff and in our parents.? Technology is arguably creating more issues than it is solving.? Diversity is increasing, but our ability to be inclusive appears pushed to the limits.? Teachers are feeling overloaded and underappreciated. In addition, the legacy of pandemic restrictions, devastating weather and hostility increasing all around us, is doing nothing to support a calm, cohesive and caring world.

So, what can we do to ensure we are using our time well, and doing the best we can to support wellbeing in ourselves, and in our schools in 2024? How can we ensure that we are maximizing our resources, while not spreading ourselves too thinly; contributing meaningfully and making a discernable positive difference in the face of so many challenges?

We could simply do ‘more’ of what we are already doing, with a belief that a band aid on a gaping wound is better than no band aid at all. Or, we could re-think and re-consider an alternative approach. We could try new programs, new strategies, new approaches to systemic reform, new policies or new practices.

Whatever we decide, if we want to experience positive outcomes, we need to make sure that we are investing our valuable resources in a way that resonates with our unique context and is going to result in maximum positive impact.

This means that any meaningful and valuable approach to supporting wellbeing in our schools, be it among the staff, in a classroom, or across the whole school, needs to follow these four vital steps:

1. Consideration of what we want in an ideal world

Rather than approaching this consideration as an academic exercise, see it as an opportunity to understand what resonates with you emotionally, and what really matters to you in your vision of a thriving context and community.

2. Understanding of where we are at now – what works and what challenges

It is not enough to hand out a five-point scale to students that asks them to rate how much they ‘like school’. Questions such as these are open to interpretation, and lead to answers which vary from moment to moment, as well as lacking depth, value and credibility.

We need to support authentic and detailed responses to more nuanced and relevant questions, and we need to ensure that we are garnering responses that are relevant and useful for ongoing growth and development.

3. Establishment of what we want to build and grow, and what we need to let go of or change

Goals to create a more cohesive and connected experience at school may be small or large, short term or long term. We need to consider the investment required, and the potential benefits of implementation in terms of both depth and breadth. Moreover, it is vital we pay attention to ongoing equity and inclusion, and ask ourselves – what does this idea mean for each individual within this context?

4. Support of people and process.

Even when wanted, growth and development can be hard to understand and navigate. We need to ensure that we can scaffold change, help those impacted see the ongoing benefits for them personally, and help everyone to feel confident and capable as they learn new skills and knowledge.

Each one of these four vital steps is needed to create a wellbeing plan that supports valid, reliable, credible and inclusive wellbeing development.

If you are interested in building a meaningful wellbeing plan for your staff or students, be it in your classroom, department or whole-school community, then come along to The Positive Schools 2024 Big Workshop in term four.

An opportunity to address wellbeing with a genuine understanding of the levels of staff stress and student distress in our schools, and a genuine consideration of the unique needs of every context.

Over two full days of professional development I will be exploring, unpacking and creating a meaningful wellbeing plan for your unique context, with the support of The Mackillop Institute’s Justin Roberts and our team

Great wellbeing development required the development of a great wellbeing plan.

PositiveSchools.com.au

The Positive Schools 2024 Big Workshop is brought to you by Positive Schools and The Mackillop Institute, with the support of The University of Western Australia.

Positive Schools The MacKillop Institute Justin Roberts