13 minute read
The evolution of student wellbeing at St Margaret’s
Angela Drysdale
Head of Primary
THE EVOLUTION OF
student wellbeing at St Margaret’s
SUNATA 20
Lee Watanabe Crockett (AHISA conference, April 2022)
St Margaret’s approach to student wellbeing has always been one of evolution, because the key issues in the wellbeing sphere are ever-changing. As a school, we review these contemporary issues through the lens of our students’ needs and identify ways in which we can address the issues and support our students. Central to this article is the timeline (Figure 1 over page), which summarises the evolution of student wellbeing at St Margaret’s, built on a framework addressing the following factors: 1. Key Influences – identification of the stimulus that precipitated the change, initiative, or review 2. Expert Involvement – personnel who have made contributions to our wellbeing community 3. Survey – who and what has been surveyed and type of survey 4. Classroom Impact – planning and programs that have been introduced to the classroom
5. Outcomes – significant outcomes of a key influence While all aspects of each factor are relevant, a few are worthy of highlighting because of their long-term significance. This article will review some key aspects from each of these factors.
Key influences
The timeline commences in 2004 when the primary and secondary schools were each awarded a grant (one of 104 schools in Australia) to help ‘select and implement effective, evidence-based programs to address bullying, violence and abuse’ (Nelson 2004). Guided by the school’s mission and values, St Margaret’s committed to address the first iteration of the National Safe Schools Framework (NSSF). The NSSF remains the central national reference point on student safety and wellbeing and has been described as taking Australia ‘a long way towards realisation that the community has a right to expect schools to be safe places for children’ (Rigby 2008, p. 150). The aim of the project was to review behaviour management and bullying policies, develop a preventative approach, and, through evidence-based programs, in-service staff and parents and educate students. Undertaking this project highlighted that student social and emotional learning is complex because of the many aspects that contribute to a child’s wellbeing. It provided the evidentiary foundation and guidance for the development of a schoolbased social and emotional health and wellbeing program. It was also underpinned by the school’s commitment to function as a haven of safety and a place where children can develop a sense of self-agency. An eight-point plan was developed, based on the research of Rigby (2001). Eight Point Action Plan 1. Educate the school community – presentations 2. Discover what is happening between members of the school community (relevant to bullying) – surveys, collection of incident data
3. Develop an appropriate and supported anti-bullying policy – audit of procedures, introduction of pastoral care committee
4. Explore what staff are doing to reduce bullying and support students – pastoral care committee, pastoral care staff meetings 5. Talk to students about bullying – introduction of pastoral care lessons, respond to playground and classroom incidents and use as teachable moments.
6. Devise procedures – introduction of shared concern approach and follow a flow diagram for dealing with incidents.
7. Empower students – social skills, resilience (introduction of resilience), cooperative learning, house meetings, camp program The project concluded with positive outcomes for staff, who developed a greater understanding of their role in the education of bullying, and mediation and reporting of bullying incidences as they developed a shared ownership of student issues. However, it also highlighted the need for ongoing commitment to support other stakeholders, parents, and students through collaboration and preventative education. Since this project, staff now know the role they play in preventing and dealing with bullying. Consistency (in dealing with bullying) for continuing and new staff is achieved at the beginning of each new school year with all staff obliged to read the school anti-bullying policy. Students in the school participate in anti-bullying programs, and education is provided for parents and staff through expert involvement.
SUNATA 21
YEAR KEY INFLUENCES SURVEY
2004/05
• PS/SS each awarded NSSF Grant – $5000 • SS – AGQTP and ISQ • PS – NSSF Best Practice Grant Program (NSSF & Alannah and Madeline Foundation) • Student survey – P-12 • Survey undertaken Years 1 to 7 – 2004/5 comparison between results • Eric Erceg (Edith Cowan University) – staff/parents (WS)
2006
• Conducted audit using Friendly Schools and
Families – audit tool (PS) • Service learning – Oaktree Foundation • Dr Jo Anne Deak – staff and parents
EXPERT INVOLVEMENT
2007
2008
2009
• Participated in National Pilot of the
Cybersafety and Wellbeing Initiatives (2009 – Term 1 2010) • Contributed to Esmart Schools
Framework (PS) • Ken Rigby – 3 staff sessions – inclusion of 6 alternative methods of dealing with cases • Michael Carr Gregg – identified 3 requirements for school – development of safe school policy, provision of professional development, cyberbullying • Key staff attend- Alannah and Madeline
Foundation
2010
2011
• Update of anti-bullying to include alternate methods of dealing work courses – 6 types • Adopted Kids Matters program (PS) • Bullying No Way – National Day of Action against Bullying and Violence
2012 • Commenced Esmart accreditation (PS)
2013
2014
• Survey of all relevant stakeholders in primary school using Kids Matter supplied surveys (survey of 4 components) • Brett Lee (online safety) – parents, staff, students • Judith Krause (continues every year)
• Gallup survey – Years 5 and 6 introduced; continues today • Susan McLean (online safety) (parents, staff, students)
2015
2016
2017
2018
2019
2020
SUNATA 22
2021
• Formation of Habits, Hearts, Mind and Soul
Committee to review practices (PS) • Development of St Margaret’s Way (WS) • Awarded Esmart accreditation (PS) • Brett Lee (online safety) – parents, students, teachers
• Day for Dolly – review of online safety/anti- bullying program (WS) • Awarded Esmart accreditation (SS) • Gallup survey introduced to SS • Introduction of School TV (parents)
• Consent Debate • Trauma – informed practices • Introduction of Safe on Social toolkit (for parents online) • Madonna King (parents)
• Years 7-12 student survey introduced; continues today • Michael Carr Gregg – staff presentation
• Tricia Munn (online safety) – student presentation
• Introduction of weekly survey –
PULSE (Years 4-12) • Kirra Pendergast (safe on social) – parents, students and staff
• Peggy Orenstein (consent)
CLASSROOM IMPACT
• Procedures for awareness of bullying • Introduction of Bounce Back as a teaching program (PS) • Introduction Life Skills Program ‘Mind, Body, Soul’ (SS) – overview
• As per 2005 – inclusion of Friendly Schools and Families program • Introduction of The Student Leader – Year 6 preparation program
• Implementation of Body, Mind and Soul Personal Development (PS) • Development of a P-6 scope and sequence of all aspects of the program • Introduction of Oak Tree Foundation (Years 4-12) – Service Learning
• Commenced two-year review of PC curriculum program (PS)
OUTCOME
• Development of 8-point plan (WS) • Review of Behaviour Management Policy (WS) • Review of Anti-Bullying Policy to include definition of bullying (WS) • Development of Anti-Bullying website – parents, students, teachers (WS) • Presentation of projects – Alannah and Madeline Foundation • Development of Body, Mind and Soul Personal Development diagram and resource folder (PS) • Fact finding tour of Social Responsibility (SS) • Introduction of better buddies’ program (PS)
• Introduction of personal development (sex ed) – expert presenter (PS)
• Introduced You Can Do It (recommendation of Kids Matters) (PS) • Development of Safe School Policy (WS)
• Manners Matters, Classroom Rules (PS) • Introduction of the digital license (Year 6)
• Implemented Daniel Morcombe program into updated pastoral care program (PS) • Development of St Margaret’s Pastoral Care Strategic Plan (draft) (SS) • Updated pastoral care program to include Habits (learner dispositions) (PS)
• Change from pastoral weekly program to pastoral days (SS) • Introduction of St Margaret’s Way
• Scope and Sequence developed under new headings – Relationships,
Personal Safety, Service Learning (PS)
• Leadership through Service Learning (Years 4 -6) • Academic Advising (Year 10-12)
• Student Wellbeing Framework launched (WS)
• Trial of Social Thinking program (PS) • Scope and Sequence developed under headings to match 6 aspects (PS) • Trial of Good Society – Respect Matters Program • Review current programs to identify where respectful relationships are taught • Updated Student Wellbeing Framework to include flower diagram of the 6 aspects of wellbeing SUNATA 23
SUNATA 24
SPIRITUAL WELLBEING INTELLECTUAL WELLBEING
Experts
St Margaret’s is open to engaging experts and adopting relevant programs in responding to student wellbeing. Expert input provides depth of knowledge, evidence-based research and offers another perspective on the topic and over time has included Erin Erceg (ECU, WA), through the Friendly Schools and Families Program, and Dr JoAnn Deak, psychologist and leading expert on brain research, gender differences and how to support relational issues (Ohio University, USA). Programs such as the Buddy Program, developed through the Alannah and Madeline Foundation, and the Bounce Back Program, developed by McGrath and Noble (2003), have also had a significant impact on the primary school’s approach to student wellbeing. Renowned expert on bullying Dr Ken Rigby conducted three masterclasses, interviewed staff, and offered advice for addressing bullying. In 2009, when the adverse impact of cyberbullying was becoming more prevalent, Dr Michael Carr-Gregg offered the school advice, procedures, and practices to help counter this insidious issue. Parents have also had the opportunity to experience the benefit of experts on cyberbullying. Every second year, the P&F fund a guest speaker to address parents and help them support their child as they negotiate the online world.
Surveys
The school sets great store in the value of surveys. As Rigby (2008, p. 155) suggests: ‘Gaining knowledge of what goes on in one’s own school is seen as particularly important by the most pro-active schools.’ All stakeholders are regularly surveyed to acquire reliable data, which provides information across all aspects of the wellbeing program. The first project surveyed all students (P-12), with the questions focusing on feeling safe and friendships. The results were analysed in terms of the students’ perceptions of safety and the psychological climate of the school. Kids Matter surveys provided the opportunity to survey parents and staff in the school and asked them to reflect on four areas: a positive school community, Social Emotional Learning (SEL) for students, parenting support and education, and early intervention for students experiencing mental health difficulties.
Enhances and supports the Christian Values which form the bedrock of our school’s foundation. Students experience this through: chapel, school values, Religious and Values Education, and The St Margaret’s Way.
PHYSICAL WELLBEING
Fosters self-awareness in both social and virtual interactions and in physical development.
VOCATIONAL WELLBEING
Inspires students to prepare for a career, in which they will gain personal and enriching satisfaction in their lives.
FIGURE 2
Since 2014, Years 5 and 6 students have been annually surveyed through the Australian Gallup Student Poll. The resulting data on students’ feelings about hope, engagement, wellbeing and faith is used to compare a cohort from one year to the next, thereby tracking and identifying trends across the four areas and monitoring the psychological environment of the school. In 2018, secondary school students commenced participation in the Gallup Poll, which provided more longitudinal data for students from Year 5 (2016). While the longitudinal data from this survey has been useful, the school also wanted to access more regular ‘here and now’ data. The EI Pulse survey tool provided this opportunity, and was introduced in 2020, at a time when it was important to monitor the impact of COVID-19 restrictions. Each week, students in Years 4 to 12 answer questions which are drawn from the Australian Research Alliance for Children and Youth’s (ARACY) Common Approach™ framework. The Common Approach™ framework was selected based on its evidentiary base and track record of use in Australian schools. The list of ARACY member organisations can be found at https://www. aracy.org.au/join-us/current-members. Data is collected from students and organised within six areas of wellbeing: Valued and Safe, Healthy, Material Basics, Learning, Participating, and Positive Sense of Identity and Culture. The responses are collated weekly in a continuum for analysis and a percentage of positive check-ins are also provided. The data is used to help monitor both the emotional climate of school and the efficacy of its wellbeing programs.
Develops the skills associated with being a good scholar through seeing learning as a process. It involves motivated, engaged robust students willing to try new things.
SOCIAL WELLBEING
Enhances a student’s sense of belonging and social inclusion. Students experience this through three areas – Leadership, Service and Relationships.
EMOTIONAL WELLBEING
Fosters positive communication and interaction with others by being attentive to one’s thoughts, feelings and behaviours.
Classroom impact
A significant outcome of the initial project was to develop a wellbeing program. The primary and secondary schools each developed an age-appropriate weekly program. In the primary school, the program addressed Body, Heart, Mind and Soul, while the secondary school program addressed Service, Relationships and Futures. Over time, the elements in each program have been modified in response to changing needs. In 2015, the secondary school staff were surveyed about their confidence level for teaching pastoral care, the outcome of which was to change pastoral care weekly lessons to pastoral care days conducted by experts. In 2021, both schools combined the elements of each program to develop a whole school P-12 program (Figure 2).
Outcome
The two most significant whole school outcomes have been the introduction of the St Margaret’s Way and the development of a bespoke Student Wellbeing Framework. The St Margaret’s Way is endorsed by the whole school community and articulates how to interact in accordance with our espoused values. It provides the language around our school ethos and identifies a formal way to promote our positive school and classroom culture. It guides the way members of the school community behave towards each other. In 2018, a school-based working party identified five wellbeing principles and six aspects of wellbeing practice which were formalised in a Student Wellbeing Framework and launched in 2019. The development of the framework has ensured consistency of principles and practice from Prep to Year 12. The framework emphasises a distributed leadership approach with all staff and students responsible for developing an ethos of care. These documents are a testament to our school ethos and reflective of the work of Rigby (2008), who identifies a school ethos that endorses and sustains an encouraging classroom climate and effectively promotes and fosters ‘commitment to positive ideals’ may prevent bullying (p. 161). Prevention of bullying was the goal of the initial project and continues to be so for the school today. This goal aligns with the findings from the Education Future Report (2020), where McCrindle Research collected data from the parents of Generation Alpha (children born after mid 2010s) and identified the five top challenges parents believe Generation Alpha children face (Figure 3). Interestingly, both parents of primary and secondary students identified the same three challenges that relate to wellbeing (albeit in a different order of concern). These were online bullying through social networks, navigating own mental wellbeing, and bullying in person. These findings highlight that, as educators, we are responsive to the needs of the members of our school community as each of these challenges are featured in the timeline of our school wellbeing program and our current framework. The responsive and evolutionary nature of our student wellbeing programs has significantly impacted the way we support students socially and emotionally today.
References
McCrindle, M 2021, Generation Alpha, Hachette, UK. Renton, S & Stobbe, K 2020, The Future of Education 2020, McCrindle Research, Australia. Rigby, K 2003, Stop the bullying: A guide for teachers (revised ed.), ACER, Melbourne. Rigby, K 2008, Children and bullying: How parents and educators can reduce bullying at school, Blackwell/Wiley, Boston.
SUNATA 25
