Preamble

1
Preamble

• The first in a series of presentations for use by
  leaders to familiarise staff with the DECS
  Learner Wellbeing Framework and to support
  inquiry into a locally relevant aspect of learner
  wellbeing.
• Each session is designed for use in a staff
  meeting.
• Allow approx 30 minutes for each presentation.
• An activity has been included in each but for
  more ideas see Ideas for Leaders Facilitating
  Dialogue about Learner Wellbeing.

2
Learner WellbeingIntroducing the Framework
Presentation 1 of 3
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Goals for this session

• Become familiar with the DECS Learner Wellbeing
  Framework.
• Reflect on Learner Wellbeing in our context.

4
Working Paper to Framework
Building on success and feedback from the field.
5
Principles

• Wellbeing is central to learning, and
• learning is central to wellbeing.
• Educators make a positive contribution to learner
  wellbeing.
• Wellbeing is built on the strengths of
  individuals, groups and communities
• working together.

LWBF p.3
6
DECS Learner Wellbeing Framework
Our purpose is to engage every learner at the
highest possible level of learning and wellbeing
LWBF p.4
7
Wellbeing is

• Wellbeing is used loosely to describe a
  generalised state of feeling valued, socially,
  emotionally, intellectually and eventually
  economically. (Gammage, 2004)
• A holistic, subjective state which is present
  when a range of feelings, among them energy,
  confidence, openness, enjoyment, happiness, calm,
  and caring are combined and balanced.
  (Stewart-Brown 2003)
• Child wellbeing is more than the absence of
  problems. (Pollard Davidson 2001)

LWBF p.4
8
Why focus on wellbeing?

• Strong interconnection between learning and
  wellbeing.
• Learners today experience continuous and rapid
  change.
• Learners engage readily with learning when in an
  optimum state of wellbeing.
• Educators do make a significant difference.

LWBF p.3,5, 10
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Dimensions of Wellbeing
LWBF p.5
10
Influences on Wellbeing

• Protective
• Positive relationships
• Pro-social peer group
• Responsibility helpfulness
• Feeling safe
• Engaging curriculum
• Connection belonging
• Positive climate
• Success achievement
• Recognition
• Sense of control of learning
• Feeling competent
• Meaningful pathways

• Risk
• Poor connection to site
• Bullying
• Peer rejection
• Failure
• Anti-social peer group
• Ineffective behaviour management

LWBF p.6
11
Whole of site approach to Wellbeing
Ethos culture, aesthetics, infrastructure, and
physical environment.
Teaching and learning, which creates engagement
and success.
Relationships that support learners between
sites, services, families and community.
Site statements of directions, the management of
situations and promotion of values.
LWBF p.7
12

• A holistic approach ensures maximum benefit for
  individuals.
• It assists educators to map and inquire into
  the effectiveness of their practice across the
  domains and within the dimensions of wellbeing
  for individuals, groups and a whole site.

LWBF p.11
13
Inquiry-minded improvement

• Reflect deeply on learner wellbeing.
• Affirm existing good practice.
• Highlight dimensions and domains of practice that
  need improvement.
• Identify specific issues relevant to individual
  sites.
• Act based on reflection, questioning and
  planning.
• Use data to raise questions, make informed
  decisions and demonstrate change.

LWBF p.9
14
Emergent Learning

• When we put wellbeing at the core of our work we
  were able to see how it impacted on everything.
• Wellbeing is about engagement, curriculum,
  pedagogy and relationships rather than fixing
  behaviour problems.
• Compliance is not engagement, nor wellbeing.
• Wellbeing is an approach and not about programs.
• Quotes from Inquiry sites.
• External audit of the Learner Wellbeing 2006
  Inquiry project Final Report. November 2006
  (Beyond.)

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Reflecting Inquiring in our site

• Refer to the models on Handout 1
• Use either the holistic approach to promote
  learner wellbeing model or the domains of
  practice model to map current approaches to
  learner wellbeing at our site.

Activity 10 mins
16
Resources References

• www.decs.sa.gov.au/learnerwellbeing
• The sub-web includes information about
• Professional Learning Days
• 2006 Project Inquiry Sites.
• Project Officers and District Contacts.
• Whats new on the sub-web.
• Much more.

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Whats next?

• Two more presentations follow to provide more
  information and to stimulate discussion.
• Learner Wellbeing Using the Framework to
  inquire.
• Learner Wellbeing Making Connections.

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Handout 1
Use either of these diagrams to map current
approaches to learner wellbeing.