MBBC Wellbeing for Learning Strategy

Wellbeing for Learning Strategy 2024

Message from the CEO and Executive Principal

At The Moreton Bay Colleges, student wellbeing takes centre stage in our educational ethos. Guided by the profound importance of upholding schools as nurturing and inclusive environments, our vision is to create a haven within our campuses where every individual feels secure, cherished, and empowered to thrive. At The Moreton Bay Colleges, we embrace the holistic concept of wellbeing for learning, a cornerstone of our educational philosophy.

Understanding that a student’s success extends far beyond academic achievements, our approach integrates physical, mental, emotional, and social aspects of health. This comprehensive perspective is rooted in the understanding that a student’s overall wellbeing profoundly influences their ability to learn, adapt, and flourish. Our commitment to this holistic approach is embodied in the principle of ‘Two colleges, One community,’ whereby unity and collaboration are the driving forces behind our initiatives.

The strategic wellbeing framework we present in this document is a testament to the combined efforts of our dedicated leadership teams. The framework is crafted in alignment with recommendations from the esteemed University of Adelaide, who have been our partners for several years now along our wellbeing journey. In addition, we have been guided throughout the development process by an esteemed professional in the field of wellbeing, Ms Sue Chandler from Transformative Schools. Together, we now have a shared understanding of our wellbeing goal.

We believe that the Moreton Bay Colleges are inclusive learning communities which support academic excellence to harmoniously coexists with the holistic growth of every student. As you delve into the following pages, you will discover the careful planning, the unwavering dedication, and the profound care that have shaped our unique approach to student wellbeing.

Richard Henry CEO and Executive Principal

A message from the Principal

I am delighted to share with you our renewed commitment to the wellbeing of our students at Moreton Bay Boys’ College. Their welfare has always held a special place in our hearts, and it remains at the forefront of our mission.

Understanding the profound impact of positive relationships and the overall wellbeing of our students—embracing their social, emotional, and mental health—we have taken a thoughtful look at our existing Five to Thrive framework. In this endeavour, we’ve embarked on a journey to reframe our approach to the five fundamental wellbeing priorities. This shift from an individualised perspective to a collective, school-wide endeavour is a testament to our growing awareness. We believe that a robust wellbeing foundation fosters deeper connections within our College community, providing a true sense of belonging and purpose.

Five to Thrive—Connect, Be Active, Take Notice, Keep Learning, and Give—has been our foundation to wellbeing for seven years, this reimagined approach, developed hand-in-hand with Moreton Bay College, presents an opportune moment. It allows us to reevaluate the scope of Five to Thrive and breathe new life into it, weaving a more comprehensive, evidence-based, and strategic framework.

The core values and principles embodied in Five to Thrive remain invaluable. Yet, there exists a chance to envision them within a richer, more interconnected context, ensuring each student can unlock their full potential.

Research echoes the importance of this collective and systemic approach. It paves the way for our educators, learners, parents, and families to cultivate a nurturing, inclusive, and supportive learning environment. Through deliberate instruction, informed practices, and active engagement from our entire school community, wellbeing emerges as a shared priority.

Our aspiration to transform the Five to Thrive Wellbeing Framework into a collective, community-driven response ensures that at MBBC, we nurture an environment where our young minds not only thrive, but flourish. In doing so, we equip our students not only for academic success – wellbeing for learning - but also to reach for their dreams, both in learning and in life.

Here at MBBC, the Five to Thrive wellbeing framework seamlessly weaves together the strands of safety, wellbeing, and learning, underscoring their inherent interconnection.

Andrew Holmes Principal

Consultation Findings

The ideas and interest of the Moreton Bay Boys’ College community has been valuable in mapping the priority areas for the Wellbeing for Learning strategy.

An external consultant was engaged to lead a series of focus groups with students and parents to identify areas of strength and opportunity over the next four years.

Reasons for Optimism

• A safe and supportive learning community.

• Knowledge of students and their families.

• A close-knit community.

• Wellbeing seen as a priority.

Passionate educators.

Strong pastoral care structures. Individualised care.

Defining Wellbeing

• Being comfortable in your own body.

• Your mental state. Your attitude. Being ready. Being open-minded. Being optimistic. Keeping a healthy balance in all components of your life.

Feeling calm and able to enjoy life.

• A sense of belonging, to be included and accepted.

• Feeling safe and treated with respect.

• How you control your emotions. Willing to be vulnerable.

• The habits and choices you make.

• Being principled. Do the right thing by others so they feel safe.

Surrounding yourself with good people.

Expected Outcomes

• Increased wellbeing capability within students, educators, school leaders, parents and families.

High levels of physical and psychological safety promote a strong sense of belonging and engagement.

• Learning environments build a context that supports wellbeing.

• Individuals and the community have a better understanding of wellbeing as a shared responsibility.

A focus on contextual factors that support wellbeing.

• Wellbeing practices infused within teaching, learning and social interactions.

Priority Issues

• Wellbeing programme development.

• Student voice and agency. Flexible learning spaces.

Consistent application of Restorative Practice and other wellbeing practices that support learning and engagement.

Five to Thrive | Wellbeing for Learning Strategic Framework 2023 – 2027

Goal

To be a caring environment where all members feel safe, valued and flourish in an inclusive, Christian learning community.

Definition

Wellbeing for learning is a whole-school approach which recognises that optimising educational outcomes for the learner requires action at the individual, collective and schoolsystem level. The learner, educator, parents and College understand their roles and responsibilities to Connect, Be Active, Take Notice, Keep Learning and Give. These actions foster respectful relationships and an inclusive, supportive learning environment in which children and young people flourish.

What guides us

2023-2027 Strategic Plan | 5 Ways to Wellbeing Framework | The MBBC 5-Star Learning |IB Primary Years Program | National Principles of Child Safe Organisations | Evidence based Approaches.

Priority focus areas

Relationships

Student Voice Environment

Strategic Enablers

Leadership and Development

Staff capability

Community Wellbeing Literacy

Wellbeing Programme

Two Colleges. One Community. This strategic framework has been developed in collaboration with Moreton Bay College.

System Priorities

1

Agree on a shared understanding of the impact of wellbeing on learning and a shared purpose for improving wellbeing at the individual, collective and community level.

2

Empower educators with the resources, language, knowledge, and skills to embed evidence-based wellbeing policies and practices into everyday engagement with learners.

3

Involve learners as active participants in their own learning and wellbeing through opportunities for agency, choice, and control.

4

Embrace outdoor spaces for learning and provide greater opportunity for play in natural settings.

5

Support educators and staff to support learners.

Five Ways to Wellbeing –Five to Thrive reimagined

Although we experience wellbeing as individuals, wellbeing is enhanced when there is alignment between the person, the group, and their context¹. Wellbeing is, therefore, something that sits within, between and among us². Reimagining the Five to Thrive framework to include actions that can be expressed at an individual, collective and system level, allows us to build a healthy social context that fosters a sense of belonging and engagement. This is essential for learning, achievement and wellbeing.

These aspirational Five to Thrive statements, reflect our new interpretation of the 5 actions of Connect , Be Active , Take Notice , Keep Learning and Give . When taken from an individual, collective, and school-system level perspective, they contribute to a community approach to wellbeing for learning, where everybody plays their part.

Acts with selflessness and compassion

Embraces continual learning for an ever-evolving world

Is mindful and aware

Through knowledge of self and others, learners selflessly seek to positively impact their community and the wider world through principled acts of humanity.

Learners seek to be curious inquirers who are creative, and resilient thinkers, can collaborate and reflect on new knowledge and perspectives, leading to personal fulfilment.

Learners strive to be principled, aware and reflective. They monitor, adjust and regulate emotions, attention, thoughts and behaviour in response to things happening around them.

Strives for balance

Learners engage in help-seeking behaviours and healthy habits for life that promote balance across the mental, physical, spiritual and social wellbeing domains of their life.

Safe, connected, and cared for

Feels

Learners have positive relationships and connections with others, feel safe and are respected in their learning environments.

Inspires acts of global citizenship

Nurtures student voice and agency

Develops emotionally intelligent teaching practices

Invests in knowing students

Fosters a sense of classroom community

Five to Thrive THE LEARNER DOMAIN

Educators model empathy, gratitude and broader perspective on the world, enhancing the level of international mindedness of the learner.

Educators continue their pedagogical journey through the acquisition of practices that promote student voice and agency.

Educators manage their own emotions effectively. They facilitate the development of emotional resilience in learners and use intentional strategies to de-escalate learners when required.

Educators actively connect with learners, understand them, and know them well.

Educators promote camaraderie, trust and safety and facilitate the conditions in which learners connect with and learn from one another.

THE EDUCATOR DOMAIN

Gives encouragement

The class, team or group, through open and constructive communication, creates a culture of mutual support, driving each other towards shared success in the pursuit of collective growth.

Creates shared goals

The class, team or group celebrate accomplishments, and members motivate one another towards setting, working towards, and reaching clearly defined outcomes.

Listens to one another

The class, team or group engage in open-minded and inclusive discussions that allow for views to be expressed equitably.

Offers insights and ideas

Adopts a collective identity

The class, team or group have shared ownership over the curriculum, program, or activity where appropriate. Members are invited to establish agreed social norms.

The class, team or group functions as a community with a collective identity. Within this, students are risk takers, as it is a caring, trusting, cohesive social system that feels safe, positive, connected, inclusive, respectful and accepting.

THE CLASS/ TEAM/GROUP DOMAIN

Contributes where they can Parents contribute, where they can, to the functioning of their child’s school by taking part on committees, attending co-curricular and social events, attending parent teacher nights and volunteering.

Accesses available support

Approaches challenge with curiosity and respect

Parents access the available support within the College, or through external providers to build capability in understanding their child’s needs.

Parents take notice of their own thoughts, feelings and actions and strive to model the school values in the way they interact with College community members during times of difficulty or challenge.

Prioritises staff wellbeing to build collective flourishing

Inspires a shared vision for contemporary learning

Measures for success and opportunity

The College places a strong emphasis on prioritising the wellbeing of its staff, recognising that this positively influences learning, accomplishments, and overall wellbeing outcomes for all.

The College inspires a culture of collective efficacy which enables the collaborative design of significant, relevant, engaging, and equitable learning experiences for all.

The College collects contextual data, which helps to improve student wellbeing by providing insights into the factors that influence learning, social cohesion and wellbeing outcomes.

Participates as an educational ally

Parents take advantage of the knowledge they possess of their child to work alongside educators in the creation of individualised, strength-orientated solutions.

Creates dynamic and active learning environments

The College values the natural and physical environments as active and dynamic places for learning and wellbeing and adopts design principles that maximise these resources.

Builds partnerships

Parents are supportive partners in their child’s personal growth journey by engaging with college policies and fostering productive relationships with teachers and staff.

THE PARENT DOMAIN

Nurtures a culture of school connectedness

The College provides spaces, programs and activities for connections to grow and develop. It recognises the essential role learners play in the design, delivery and evaluation of such programs and activities.

THE COLLEGE DOMAIN

Relationships

Strong relationships are our priority, as they cultivate a sense of belonging, trust, and support, positively impacting learner’s emotional, social, spiritual and academic wellbeing.

What supports our thinking:

Healthy, respectful relationships form the basis of human connections, which can be enhanced by fostering both physical and psychological safety, a profound sense of belonging, and a spiritual connection with God ³.

• During childhood and adolescence, the quality of the relationship is at the core of individual wellbeing 4

• Teacher-student relationships are the most important relationships in the school context and have positive effects on students’ mental health when characterised by empathy, closeness, love, care, support, respect and reciprocity 5 .

• When schools incorporate the value of agreed consequences within a restorative model, it means that relationships are preserved or strengthened, and social learning is accelerated 6

• Psychological safety is the foundation of inclusion and group performance and the key to creating an innovating learning culture were students feel safe to take risks 7

• Family-school partnerships are particularly important given the long-term nature of the relationship and the potential detrimental effects of poor relations on students, parents and teachers alike. We want teachers to be able to navigate the emotional terrain of their relationships with students and parents 8 .

Listening to the community

“As a Senior student, our teachers are approachable and it’s nice to be treated as an adult.” - Students

“MBBC is a calm school with a real community feel. The teachers here are awesome, and I feel my son is known. I appreciate the tailored care my son receives.” - Parent

Examples of MBBC initiatives underway

• Positive Behaviours Policy Anti-Bullying Strategy

• Mental Health Strategy

• Buddy System for new domestic and international students.

• Buddy System for Prep to Year 6. Vertical Pastoral System in the Secondary School.

• Mates in the Shed Programme (Year 11 mentoring Year 5 students).

• Parent Meet and Greet opportunities. Restorative Practice.

• Camp Programme Years 2 to 12.

• Transition programme Year 6 into 7.

• Co-Curricular Programme.

Priority Actions – 2023 – 2027

• Enhance Restorative Practice

Implementation:

Implement and strengthen Restorative Practice as a comprehensive school-wide approach to foster a positive and inclusive learning environment.

Student Voice and Agency

Learners are active participants in their own learning and wellbeing, and experience a sense of autonomy, ownership, and empowerment, leading to increased engagement, motivation and overall positive educational experience.

What supports our thinking:

• Research findings show that student voice and agency have a positive impact on self-worth, engagement, purpose and academic motivation 9, which contribute to improved student learning outcomes 10

• Gonski, D. et al recommends students as partners in their own learning, recognising student voice as a mechanism for positive outcomes later in life¹¹.

• Where efforts to provide student voice and agency are tokenistic, students become frustrated and disillusioned ¹².

• Student voice is not simply about giving students the opportunity to communicate ideas and opinions; it is about students having the power to influence change¹³.

The goals and perspectives of the learner, their families and advocates must be a primary consideration in any schoolinitiated response14.

• Flourishing is both an individual and a collective phenomenon. As such, we need to explore a more visible way for teachers to understand how they can change the context of their classroom in ways that can boost wellbeing, including opportunities for voice and agency 15 .

Listening to the community

“I like that my teacher gives me choice.”

Examples of MBBC initiatives underway

‘What I know to be True’ student presentations in Secondary Assembly.

• House fundraising initiatives, Walking with Ava and Camp Quality. Student led Mental Health initiatives: Movember and Push up Challenge.

• LEO’s Committee.

• IB PYP Learner profile/approaches to learning: PYP Exhibition.

• Technologies Programme Year 7 & 8.

• Walk and Talk.

Priority Actions – 2023 – 2027

• Enhance Student Voice and Agency: Cultivate practices and processes that empower students to actively participate in decision-making within the learning environment and broader community, promoting a sense of ownership and responsibility.

• Launch Mentorship Programme: Introduce a pilot coaching programme leveraging older students as mentors to provide guidance and support for younger peers, fostering a culture of peer-led mentorship.

Environment

The natural beauty of our surrounds will be utilsed to engage students in active and practical learning experiences and nature play, in conjunction with co-designed physical spaces that reflect student identity, shape normative behaviours and allow for autonomy.

What supports our thinking:

Millennial students need experiential and active learning spaces which involve participation and collaboration and require furniture that enables flexible classroom settings 16

• When designed and used effectively, flexible learning spaces provide learning environments where students can experience increased autonomy to make a variety of choices about their learning in a way that fosters self-regulation,

collaboration and interaction, whilst ensuring their wellbeing17

• Outdoor learning and play can be instrumental in developing essential personal and social capabilities such as communication, resilience, self-confidence, leadership, teamwork, goal setting, personal autonomy, and initiative 18

• Our task as educators is to understand that it is vital for children to continually test the limits of their physical, intellectual and emotional capacities and allow children the freedom to take risks in their play, while balancing the need for children to be safe 19 .

• The disconnection with the outdoors and the natural environment is causing physical, emotional and intellectual deficits in children’s learning and development 20

• Australian children spend longer hours in primary school than their peers in other countries. Given that there is no positive correlation between the amount of time students receive formal instruction and how well they learn in school, consideration should be given to increasing the amount of playtime in the Junior school ²¹.

Examples of MBBC initiatives underway

• Flexible furniture and learning spaces. Nature Play Inquiry area.

• Student voice/agency in the design of learning spaces.

• Rite Journey Programme utilise outdoor spaces including yarning circle. Bay Café community

• Prep refurbishment and renovation programme.

• Student Walk and Talk.

• New changing facilities completed. Mountain Bike Track.

• Beautiful leafy well-maintained environment overlooking the Nature Reserve.

Priority Actions – 2023 – 2027

• Optimise Learning Spaces:

Apply flexible design principles to both indoor and outdoor spaces, utilising the natural and built environment to create dynamic and adaptable settings conducive to diverse teaching and learning styles.

• Advance Nature Play Initiative:

Progress into Phase 2 of the Nature Play Masterplan, expanding opportunities for outdoor, experiential learning to enhance student engagement and wellbeing.

Strategic Enablers

Avenues or mechanisms that promote effective transition from the current state to a better state.

Leadership and Development

Effective leadership prioritises the College community’s wellbeing and ensures improvements are contextual, sustained through evidence-based practice, focus on relationships, and underpin the whole school culture.

What supports our thinking:

• Teaching is a demanding profession and educators require time and experience to determine which non-teaching tasks to prioritise in order to best support learner growth and achievement, as well as professional learning to best support learners’ wellbeing ²².

For the implementation of wellbeing programmes to be successful, school leaders should provide training and resources, clearly outline how school staff are expected to support the delivery of these programmes, monitor student outcomes related to these programmes, and facilitate ongoing staff consultation around mental health and wellbeing concerns ²³.

• The wellbeing of educators has come under increasing strain in recent years and frequent contact with these stressors can lead to burnout, stress and feelings of emotional exhaustion, which in turn can negatively influence school leaders’ and educators’ motivation, job satisfaction and their likelihood of remaining in the profession 24

• Considering the interconnection between teacher wellbeing, student wellbeing, relationships within the school and educational outcomes 25, it is evident that the wellbeing of students is closely linked to the wellbeing of their teachers, highlighting the importance of prioritising both 26 .

Priority actions – 2024 – 2027

• Cultivate Wellbeing Expertise: Cultivate internal expertise in wellbeing science to inform evidence-based practices that promote holistic student development and overall wellbeing.

• Prioritise Staff Wellbeing: Develop a comprehensive staff wellbeing strategy that recognises the interconnectedness between staff wellbeing, student wellbeing, positive relationships within the College, and educational outcomes.

Staff Capability

Transforming our understanding of wellbeing and ensuring we create sustainable and positive improvement, necessitates enhancing the capability, skillset and confidence of our staff to serve as effective leaders of wellbeing

What supports our thinking:

• Research suggests that when teachers intentionally use positive psychology strategies to support their own wellbeing, it positively affects their teaching practice and student learning. Teachers feel calmer, develop better relationships with students, more consciously look for positive aspects in their students and classrooms become more of a partnership between teachers and students 27

• Staff capability has been consistently identified as one of the three key levers of school improvement 28

Listening to the community

• High impact professional learning results in a skilled, effective and professional workforce when the following principles are applied 29:

1. Professional learning is targeted and driven by the needs of the role.

2. Principals and leaders provide a shared vision for all staff to develop and/or enhance existing capabilities.

3. Staff are supported to apply professional learning in practice.

4. The outcomes of professional learning are evaluated.

Priority actions – 2024 – 2027

• Deliver Targeted Professional Development: Design and implement a high impact, focused professional learning programme for staff, equipping them with the knowledge and skills needed to effectively support student wellbeing, learning and engagement.

“My son is neurodivergent, and the extension programmes has been an extraordinarily positive experience for him.” - Parent

Community Wellbeing and Literacy

Moreton Bay Boys’ College is committed to developing a shared understanding of wellbeing, while elevating its importance as a cross curriculum and pedagogical endeavour.

What supports our thinking:

Every day, educators discern, deliver and evaluate practices related to wellbeing. Wellbeing literacy offers educators a tool for framing those practices, establishing links between elements that might otherwise seem unrelated 30

• Implementing a wellbeing literacy focus helps equip students with the knowledge and skills to understand and improve their own wellbeing and develop essential life skills for managing stress, making healthy choices, and maintaining their overall wellbeing beyond the classroom ³¹.

• Stigma, including self-stigma, is a significant barrier to help seeking for mental health

among young people. These barriers can be minimised through mental health education and mental health literacy ³².

• Wellbeing literacy fosters effective communication about wellbeing, enabling learners, educators and families to discuss and address concerns more openly and productively ³².

Priority actions – 2024 – 2027

• Establish a Unified Wellbeing Language: Introduce a common terminology for all communications relating to wellbeing for learning across the College community. This shared language will foster clearer communication, deepen understanding, and strengthen collaborative efforts in promoting holistic student development and overall wellbeing.

Student Wellbeing Programme

Moreton Bay Boys’ College will develop a comprehensive P12 evidence-based wellbeing programme that is both content-based and context based, measure its impact and effectiveness as part of a whole school community approach to wellbeing for learning.

What supports our thinking:

• Ensuring student wellbeing and mental health in young people are now global priorities in education ³³.

• Early learning and school settings are often in a position to identify when children and young people are at risk of poor wellbeing, and to ensure action is taken by appropriate agents to address these needs 34

Listening to the community

• Successfully building wellbeing in students is not simply a matter of delivering a one-off positive education intervention. Rather, they need to be tailored to the school context and embedded across interconnected systems throughout a whole school 35

Programmes delivered by ‘trained’ classroom educators (that is, a programme designed to build the capacity of the educator first, supported by resources for learners) are marginally more effective in impacting students’ wellbeing outcomes than programmes delivered by external professionals 36

Priority actions – 2024 – 2027

• Curate an Evidence-Based Wellbeing Curriculum (P-12): Develop a comprehensive, evidence-based wellbeing curriculum that provide students with essential tools and knowledge to nurture their holistic development, ensuring a foundation for lifelong wellbeing.

“The Rite Journey programme seems to be going well. It sounds like a great programme and my brother has been really enjoying it.”

- Student

“The assembly initiative, ‘This is what I know to be true’, is the best. It keeps life real and creates a sense of belonging and support.”

- Student

References

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² Street, H. (2018). Contextual Wellbeing: Creating positive schools from the inside out. Western Australia. Wise Solutions.

³ Allison, L., Waters, L. & Kern, M. L. (2021). Flourishing Classrooms: Applying a Systems-Informed Approach to Positive Education. Contemporary School Psychology, 25(4), pp. 395-405. doi:10.1007/ s40688-019-00267-8

4 Morote, R. et al. 2020. Development and validation of the theorydriven School Resilience Scale for Adults: Preliminary results, Children and Youth Services Review, Volume 119,2020,105589, ISSN 0190-7409.

5 Cavioni V, Grazzani I, Ornaghi V, Agliati A and Pepe A (2021) Adolescents’ Mental Health at School: The Mediating Role of Life Satisfaction. Front. Psychol. 12:720628. doi: 10.3389/fpsyg.2021.720628

6 Voigt. A., (2020), Restoring Teaching: how working restoratively unleashes the teacher and school leader within you. Melbourne. Adam Voigt

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²¹ ABC Education (2023) Primary schools help children thrive, but they could be better and fairer, ABC Education. Available at: https://www. abc.net.au/education/how-to-make-primary-schools-better-fairerand-different/102238412.

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30 ³¹ Oades, L.G., Baker, L.M., Francis, J.J., Taylor, J.A. (2021). Wellbeing Literacy and Positive Education. In: Kern, M.L., Wehmeyer, M.L. (eds) The Palgrave Handbook of Positive Education. Palgrave Macmillan, Cham. ³² Marinucci A, Grové C and Rozendorn G (2022) “It’s Something That We All Need to Know”: Australian Youth Perspectives of Mental Health Literacy and Action in Schools. Front. Educ. 7:829578. doi: 10.3389/ feduc.2022.829578.

³³ O’Reilly, M., Svirydzenka, N., Adams, S., & Dogra, N. (2018). Review of mental health promotion interventions in schools. Social Psychiatry and Psychiatric Epidemiology, 53(7), 647–662.

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