Wellbeing essential for student learning

The Wellbeing Team has been going through a self-review process this term, looking at how our wellbeing services impact on the learning of the students at Wirreanda Secondary School.
It is clear that there are many issues in schools related to the wellbeing, welfare, health and pastoral care needs of young people and their families. It is understood that such issues impact upon student learning outcomes and in recent years the range and breadth of issues has increased.
The Wellbeing Team at Wirreanda Secondary School has directed its focus in the last two years in developing a prevention to intervention approach to the promotion of Wellbeing and in addressing issues and concerns related to young people at risk. The aim of the Wellbeing Team and the Learner Wellbeing Centre is to address ethos, create a whole school approach to wellbeing, address curriculum and partnerships to promote wellbeing.
To address disparity in achievement and overall outcomes in achievement, student wellbeing strategies focused along the prevention to intervention spectrum.
Social and emotional learning increases the engagement of subject material, greater interest in learning and motivation to learn, commitment to school and morale in students and staff, and time devoted to schoolwork. It also improves attendance in students and staff, SACE completion rates and prospects for constructive employment, while at the same time reducing suspensions, exclusions and improving retention.
Wirreanda Secondary School supports the interconnectedness of teaching and student learning outcomes, supportive environment, community and service partnerships and student and community wellbeing.
There is much importance in providing a safe and supportive environment conducive to mental health and learning. WSS recognise that school is the organisation of most relevance to young people and a sense of connectedness or belonging to school is essential to enhance student learning outcomes.
The Wellbeing Team has focused on the development of a positive school climate, organisational health, teacher professional learning in wellbeing and effective partnerships with family and community.

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