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MLC’s wellbeing difference
Students enjoy developing friendships during lunchtime.
HOW MLC’S WELLBEING PROGRAM HELPS STUDENTS flourish and prosper
PROSPER FRAMEWORK AT MLC
Encouraging POSITIVITYP
Building RELATIONSHIPSR
At MLC we have long recognised the integral relationship between a student’s wellbeing and their ability to thrive and succeed at school.
Our College-wide focus on wellbeing reflects our commitment to promoting effective social and emotional learning, and to providing students with the best possible support as they learn and grow.
Distinct from more passive ‘pastoral care’ or ‘welfare’ programs, wellbeing at MLC is about student agency and giving the students the tools and support to develop high levels of personal wellbeing.
Facilitating OUTCOMESO
Focusing on STRENGTHSS
Fostering a sense of PURPOSEP
Enhancing ENGAGEMENTE
Teaching RESILIENCER
The PROSPER wellbeing framework
In 2016, we aligned our approach to student wellbeing with the PROSPER wellbeing framework. Developed by respected educators and psychologists, Toni Noble and Helen McGrath, PROSPER is informed by contemporary educational research and positive psychology. At its heart, PROSPER is a whole community approach, where our goal is for every member of the MLC family to flourish, thrive and prosper. As Noble and McGrath explain, “the word ‘PROSPER’ communicates the purpose of the framework and is also an acronym that highlights the seven key elements that have been identified as contributing to wellbeing: Positivity, Relationships, Outcomes, Strengths, Purpose, Engagement, and Resilience.” Working with the PROSPER framework has helped us, as a College community, to develop a collective understanding of wellbeing and a shared vision of our goal: to help our students develop good physical and mental health, while equipping them to manage the complexities of life in the 21st century.
The 2018 re-development of the Principal’s Terrace Garden was designed to create open, welcoming spaces for students to use during classes and recreationally.
How do we use PROSPER?
We have mapped the seven elements of PROSPER across every year level at the College, to help us determine the focus of our programs at each point along the MLC journey. Each of Junior, Junior Secondary, Middle and Senior School run a specific wellbeing program that links back to MLC’s overarching wellbeing map and is delivered through students’ wellbeing groups: Class Groups in Junior School, Home Groups in Years 7 – 10 and Tutor Groups in Years 11 and 12.
We recognise that particular elements of PROSPER are more relevant to students at particular times. For example, we have a strong focus on Relationships at the beginning of Year 7. This theme is reflected in Chapels and Assemblies, which are also part of MLC’s wellbeing program.
As a strengths-based school, many of our PROSPER wellbeing activities focus on the Strengths element of PROSPER. At all year levels, we actively help students to identify and build on their top strengths. We also encourage them to develop new strengths.
Importantly, PROSPER is embedded holistically across all parts of MLC life. This includes sport, our remote sites (MLC Marshmead and MLC Banksia), our careers and transition programs and our work with individual students (including student counselling and learning support). “Working with the PROSPER framework has helped us, as a College community, to develop a collective understanding of wellbeing and a shared vision of our goal: to help our students develop good physical and mental health, while equipping them to manage the complexities of life in the 21st century.”
Measuring our success
For the past five years, we have used the Resilience Survey co-developed by Resilient Youth Australia and the University of South Australia to help us understand the impact of our programs, policies and approaches. The survey, which is used in more than 1,300 schools across Australia, is anonymous and is completed by students online.
Despite the challenges of this year, our 2020 results were very positive, with many indicators of student wellbeing at MLC sitting consistently above the Australian norm.
Wellbeing in 2020
This year, students’ qualitative responses in the Resilience Survey have helped us understand how they are coping in an unprecedented time of remote learning, restrictions and upheaval.
The 2020 Resilience Survey revealed the value of ‘one on one’ or ‘small group’ check ins with Years 7 to 12 students, which were introduced when we moved to our Continuous Learning and Wellbeing program. The survey shows that these check ins have been very successful in supporting students. Moving forward, we will continue with one on one or small group check ins, both in the online environment and when we return to onsite learning.
This is just one example of our commitment to continually refining our approach, to ensure the best possible wellbeing outcomes for every MLC student.
