The Educators’ Guide to Whole-school Wellbeing

Quinlan, Denise M.; Hone, Lucy C.

doi:10.4324/9780429280696

Cited by 11 publications

(8 citation statements)

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“…The ultimate goal is for schools to be inclusive, welcoming and positive spaces for learning for all students and staff, regardless of gender identity, sexual orientation, cultural background and beliefs, individual health needs or abilities. A whole school approach engages students and communities in the planning and delivery of curriculum programmes (Fenaughty, 2016;Restad, 2020) and impacts all aspects of the school environment including school ethos and curriculum, and is consistent with wider educational sector moves towards advocating for a whole school approach to wellbeing (NZCER, 2012;Quinlan and Hone, 2020). Advice contained with the RSE policies includes whole-school engagement with a range of issues such as inclusion and safety, digital and online contexts (Netsafe, 2017), as well as discrimination and bullying.…”

Section: Different Dimensions Of School Life Addressing Rse Issues In...mentioning

confidence: 90%

Relationships and sexuality education: Key research informing New Zealand curriculum policy

Fitzpatrick

McGlashan

Tirumalai

et al. 2021

Health Education Journal

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Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools. The resulting guides detail how schools might take a ‘whole school approach’ to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes.

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Section: Different Dimensions Of School Life Addressing Rse Issues In...mentioning

confidence: 90%

Relationships and sexuality education: Key research informing New Zealand curriculum policy

Fitzpatrick

McGlashan

Tirumalai

et al. 2021

Health Education Journal

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“…Schools that successfully implement Positive Education do so by utilising a whole-school approach, involving students, staff, families and other key stakeholders (Waters & White, 2015). This does not come without its challenges, however, and implementation is sometimes met with resistance (Quinlan & Hone, 2020;Slemp et al, 2017;J. White, 2016).…”

Section: Counsellor As Change Agentmentioning

confidence: 99%

Positive Education: The Key Role of the School Counsellor

Green

Lloyd²

2021

J. Psychol. Couns. Sch.

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As the field of Positive Education gains traction globally, there is a recognised concern around sustainability. Many schools utilise external providers to engage and educate schools on ‘wellbeing science’, which in the main is comprised of research from the field of Positive Psychology. This often involves a significant financial and time investment, and while most schools have good intentions for their desired end states, often the initial motivation for change is impacted by the many competing responsibilities occurring within a school setting. Those schools that have successfully implemented strategic and sustainable approaches often continue to work with an external consultant who guides the school to successfully apply their learnings. Many schools, however, are unable to fund ongoing consultancy and are required to utilise their own internal resources. In many cases, this is the inspired and motivated educators who are keen to support the initiative, yet who are generally time-poor, often with other learning and extra-curricular responsibilities. More often than not, the school counsellor has not been consulted or included in these initiatives. We explore the potential role of the school counsellor in providing guidance on the implementation of a Positive Education approach aimed at improving mental health and wellbeing and performance.

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“…Helen Street (2018) noted that you cannot 'do' wellbeing in silos; it needs to be embedded across perceptions, policies, and practices-all aspects of the whole school. There is growing awareness of the importance of embedding wellbeing in education as a long-term culture change, with attention to the processes involved and incorporating multiple stakeholders, include staff, students, families, and the broader community (Quinlan & Hone, 2020). These become even more important for vulnerable students, who can slip through the cracks, creating greater gaps between advantaged and disadvantaged students.…”

Section: Resilience and Positive Adaptationmentioning

confidence: 99%

“…Good leaders also bring others on board with their vision (Rosenfield, Wall, & Jansen, 2017;Quinlan & Hone, 2020). This is particularly important for creating a school culture and community that feels safe for vulnerable children.…”

Section: Leadershipmentioning

confidence: 99%

Positive Education with Disadvantaged Students

Roffey

Quinlan

2021

The Palgrave Handbook of Positive Education

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If anyone needs positive education, it is young people who struggle with adversities in their lives and for whom the school may be their only place of refuge, stability, and welcome. Students who experience challenging life events often do not learn or behave well at school, and as a consequence may be marginalised, punished, or even excluded. These pupils then learn that they are unwanted and worthless. This can have a far-reaching impact not only on these young people, but also on others at the school and our future communities. This chapter outlines major issues that young people are facing across the world, associated outcomes, protective factors, and how schools can help. We include case studies at the school, city, and community levels, describing actions to address the needs of disadvantaged students and the impact these are having, illustrating specific aspects of positive education that can make a difference and may help to break negative intergenerational cycles. What we have learned through these studies makes a positive difference; what is good practice for disadvantaged young people is invariably good practice for all students.

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The Educators’ Guide to Whole-school Wellbeing

Cited by 11 publications

References 0 publications

Relationships and sexuality education: Key research informing New Zealand curriculum policy

Relationships and sexuality education: Key research informing New Zealand curriculum policy

Positive Education: The Key Role of the School Counsellor

Positive Education with Disadvantaged Students

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