PreamblePreamble• 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.

Learner Wellbeing:Learner Wellbeing:Introducing the Introducing the

FrameworkFramework

Presentation 1 of 3

Goals for this sessionGoals for this session

• Become familiar with the DECS Learner Wellbeing Framework.

• Reflect on Learner Wellbeing in our context.

Working Paper Working Paper to to

FrameworkFramework

Building on success and

feedback from the field.

PrinciplesPrinciples• 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.

LWBFp.3

DECS Learner Wellbeing Framework DECS Learner Wellbeing Framework

LWBFp.4

Our purpose is to engage every learner

at the highest possible level of learning and wellbeing

Wellbeing is…Wellbeing is…

LWBFp.4

• 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)

Why focus on wellbeing?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.

LWBFp.3,5,

10

Dimensions of WellbeingDimensions of Wellbeing

LWBFp.5

Influences on WellbeingInfluences on WellbeingProtective• 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

LWBFp.6

Whole of site approach to Whole of site approach to WellbeingWellbeing

Site statements of directions, the

management of situations and

promotion of values.

Teaching and learning, which

creates engagement and

success.

Ethos & culture, aesthetics,

infrastructure, and physical environment.

Relationships that support learners between sites,

services, families and community.

LWBFp.7

•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

Inquiry-minded improvementInquiry-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.

LWBFp.9

Emergent LearningEmergent 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….)

Reflecting & Inquiring in our siteReflecting & 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.

Activity10 mins

Resources & ReferencesResources & Referenceswww.decs.sa.gov.au/learnerwellbeing

The sub-web includes information about:

• Professional Learning Days

• 2006 Project Inquiry Sites.

• Project Officers and District Contacts.

• What’s new on the sub-web.

• Much more.

What’s next?What’s next?

Two more presentations follow to provide more information and to stimulate discussion.

2. Learner Wellbeing – Using the Framework to inquire.

3. Learner Wellbeing – Making Connections.

Handout 1Handout 1

Use either of these diagrams to map

current approaches to learner wellbeing.