This brief defines student wellbeing and outlines seven evidence-informed pathways that schools can take to promote student wellbeing and develop their school as an enabling institution. The acronym PROSPER is applied as an organizer for both the psychological elements of wellbeing and for these Positive Education pathways. These pathways focus on encouraging P ositivity, building R elationships, facilitating O utcomes and a sense of competence, focusing on S trengths, fostering a sense of P urpose, enhancing E ngagement and teaching R esilience. Each pathway draws on both the principles of positive psychology and the educational research that identifies the impact of each pathway for student learning. The benefits of a school-wide focus on student wellbeing for student engagement in learning and their success in school and in life are outlined. Practical guidelines for the development and implementation of educational policy that has student wellbeing as its central focus are also provided.
Inhoudsopgave
Chapter 1. Introducing Student Well-Being.- Chapter 2. The PROSPER Framework for Student Well-Being.- Chapter 3. Policy Developments for Student Well-Being.
Over de auteur
Toni Noble is a leading educator and psychologist who works in the area of student wellbeing & the field of Positive Education. Toni is an adjunct professor at Australian Catholic University. Her co-authored three-volume K-8 school-based program, Bounce Back: A Wellbeing and Resilience Program was the first Positive Education program in the world and has won many awards including: The Australian Educational Publisher’s Award for the Best Teacher Resource in 2011; the Scottish Perth-Kinross Council’s Outstanding Community Project Award in 2010 ;and the Australian Psychological Society’s Robin Winkler Award for Community Psychology in 2003. Bounce Back was the most popular whole school social-emotional learning program chosen by the Australian Mental Health initiative: Kids Matter in their 100 pilot schools. In 2010 the Victorian Education Department (DEECD) provided training for, and facilitated the implementation of Bounce Back in 46 schools as part of their Bushfire Psychosocial Recovery initiative.
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