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.
This presentation can be supported by referring to:
information that is available on the learner wellbeing website and
information found in the DECS Learner Wellbeing Framework.
In addition you may wish to contact a Learner Wellbeing Project Officer. (Phone )

2. Learner Wellbeing: Introducing the Framework
Presentation 1 of 3
Learner Wellbeing: Introducing the Framework
We acknowledge and respect the traditional custodians whose ancestral lands we are meeting upon today. We acknowledge the deep feelings of attachment and relationship of the Indigenous peoples to country. We also pay respects to the cultural authority of Indigenous people visiting/attending from other areas of South Australia/Australia present here.
Please have a copy of the Learner Wellbeing Framework handy to refer to during the presentation.

3. Goals for this session
Become familiar with the DECS Learner Wellbeing Framework.
Reflect on Learner Wellbeing in our context.
The framework is:
A summary of current knowledge about learner wellbeing.
Grounded in local practice.
This presentation will:
Introduce the principles and rationale for the learner wellbeing framework.
Introduce the models which are prominent in the framework.
Provide opportunities to consider the implications for learners at our site.

4. Working Paper to Framework
Building on success and feedback from the field.
October 2004 – July 2005
The Learner Wellbeing Project proposal was developed and approved.
Research was gathered from a range of sources.
“Wellbeing is central to Learning” Working Paper was written
Wellbeing and Engagement became a target in DECS Statement of Directions
August 2005 – December 2005
Feedback collected on Working Paper
1750 individuals represented through individual and group responses inclusive of all districts
Districts select three sites for initial inquiry phase in 2006
2006 – Initial Wellbeing Inquiry Phase
60 sites across all districts, all sectors involved.
Learner Wellbeing website developed to support sites.
2007
Learner Wellbeing Framework and poster distributed to all sites.
All DECS sites inquiring into a locally relevant aspect of wellbeing.

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.
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.
Orange circles refer to the relevant page in the DECS Learner Wellbeing Framework.
LWBF
p.3

6. DECS Learner Wellbeing Framework
Our purpose is to engage every learner
at the highest possible level of learning
and wellbeing
The DECS Learner Wellbeing Framework within care and education settings
Learner Wellbeing is reflected as being at the centre of everything we do.
The dimensions of learner wellbeing expand our understanding of learner wellbeing.
Improvement focussed (through an inquiry approach – as reflected by the orange ring)
Considers the 4 domains of our work (learning environment etc.)
Expanded in later slides
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)
Wellbeing
Numerous definitions in the framework reflecting multiple perspectives
Wellbeing is characterised in the following ways
Dynamic and changeable.
Enacted differently in different cultures.
Feeling well and functioning well.
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.
Strong interconnection between learning and wellbeing.
This will be expanded in the 3rd presentation in the series. (Learner Wellbeing – Making Connections)
Learners today experience continuous and rapid change.
Examples in media, family structures, schools.
Learners engage readily with learning when in an optimum state of wellbeing.
Evidenced by recent neuroscience reports. (see Fraser Mustard, Caine and Caine)
Educators do make a significant difference.
Positive relationships based on respect, care and interest contribute to building optimum conditions for learning.
LWBF
p.3,5, 10

9. Dimensions of Wellbeing
The five dimensions of wellbeing can be expanded in the following ways.
Cognitive
information processing, memory, curiosity, mastery, motivation, persistence, thinking, intelligence.
Emotional
coping, autonomy, positive self-development, trust, attachment.
Physical
nutrition, activity, safety, preventative health care. i.e: reproductive health, substance use.
Social
relationships, positive behaviour, empathy, sympathy
Spiritual
beliefs, values, morals, ethics, meaning and purpose, altruism
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
Factors influencing wellbeing exist within and outside education and care settings.
This is a list of some of the factors within education and care settings on which educators can impact positively.

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.
The whole of site approach to learner wellbeing incorporates the four domains of practice.
Learning environment
Curriculum and pedagogy
Partnerships
Policies and procedures
These four domains are equally important in care and education settings and a whole of site approach recognises the relationships between each of the domains and how they impact upon each other. For example; what is learned through the curriculum will be practiced in the learning environments, supported by partnerships and policies in the site.
The domains of practice are based on the domains used in the DECS drug strategy which evolved from the Health Promoting Schools Framework.
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.
Within sites the promotion of learner wellbeing can be occurring on multiple levels.
From the universal approach for all learners to the individual approach.
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.
A number of quotes about inquiry are available in the DECS framework.
There is a special section on the learner wellbeing website about inquiry with a section on resources for inquiry.
Vignettes about sites inquiring into learner wellbeing are available on the learner wellbeing website
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….)
Sites involved in learner wellbeing inquiries during 2006 were able to provide some interesting insights about learner wellbeing.

15. 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.
To extend this activity
Think about what else is possible at our site.
Alternative activities can be found on the following resource. This is found on the Learner Wellbeing website in the Learner Wellbeing tab.
Ideas for Site Leaders: Facilitating Dialogue About Learner Wellbeing
Hand out 1 can be prepared by printing the final slide of the powerpoint.
Activity
10 mins

16. Resources & References
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.

17. What’s next?
Two more presentations follow to provide more information and to stimulate discussion.
Learner Wellbeing – Using the Framework to inquire.
Learner Wellbeing – Making Connections.

18. Handout 1
Handout 1 refers to the activity included in this presentation.
Use either of these diagrams to map current approaches to learner wellbeing.