Wellbeing is a “complex interplay between internal (subjective wellbeing) and external factors, and how individuals respond to these” (OECD, 2014). In recent years with the growth of positive psychology, wellbeing is seen to encapsulate the prevalence of positive attributes rather than just the absence of negative conditions (Fraillon, 2004). Leading positive psychology researcher, Martin Seligman, states that “wellbeing is like the weather - no single measure defines it exhaustively, but several things contribute to it” (2012) such as positive emotions, engagement, meaning and purpose, positive relationships and accomplishment. These factors help individuals, communities and organisations thrive by building on their strengths and virtues.
In a school context, student wellbeing has attracted a range of definitions which encapsulate a “sustainable state of positive mood and attitude, resilience, and satisfaction with self, relationships and experiences at school” (Australian Catholic University 2008, p. 66). The Ottawa-Carleton District School Board includes having the “skills to make positive and healthy choices to support learning and achievement, provided in a safe and accepting environment for all students.” Accordingly, wellbeing both requires interpersonal capabilities and must be supported externally by the school environment.
McCrindle notes that while wellbeing does encompass the different aspects of one’s wellbeing (physical, mental, social and spiritual), it also is about “enhancing our sense of meaning, purpose and contribution in life” (McCrindle, 2021). The World Health organisation highlights both self-perception and outward contribution as positive attributes of mental health as a “state of wellbeing in which the individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community”,
In creating St Luke’s definition of wellbeing, it is conscious of linking wellbeing to a key purpose of education, being learning. Wellbeing is linked to positive impacts on learner’s academic development and improving a student’s wellbeing index by one standard deviation can result in an approximate 5% improvement in their expected NAPLAN numeracy scores between years 7 and 9 (Cárdenas et al. 2022).
A wellbeing framework must include features that include interpersonal capabilities, intrapersonal skills, the external environment, purpose and contribution. It should also include the internal and external environment.
At St Luke’s we sum up wellbeing as:
We aim to support this vision for wellbeing through the 5 R's of the Learning@St Luke's Framework:
Be Restorative - Use your God-given Strengths
Be Resilient - Mind
Be Resourceful - Body
Be Reflective - Purpose
Be Relational - Connection
See here for a detailed explanation of the Wellbeing Framework.