Teacher and student wellbeing is very much part of all the St Paul’s planning framework for student-centred learning and creating the context within which learning occurs. In a complex world it is increasingly necessary to understand more fully how to improve wellbeing and learning, and the development of future skills required for students to management wellbeing.

Wellbeing and learning are inextricably linked.

Senior Leaders approved a research project in 2012 with the aim of understanding student perspectives on their intellectual, emotional, and physical security in Year 4, Year 7, and Year 10.

Recommendations from this project include the development of a “Wellbeing Action Plan” for the school. Understanding student perspectives informs school planning, and gives insight into the challenges teachers face. Security in relationships, intellectual competence, and emotional regulation are factors of resilience that influence student participation and connectedness.

In 2013 there were a number of teachers giving of their time to work on the Wellbeing Action Plan (2013-2015). The wellbeing chart represents action areas for the school over the next few years. The focus was on “enabling structures” that allow the concept of wellness between and for teachers, between teachers and students, between parents and the school, and between students.

More than this was enabling integrated planning and research projects that better help us understand wellness in the context of learning.