Identify and understand your emotions, thoughts, and values and how they influence your learning and life. Recognise your strengths and limitations with a sense of confidence.

Self-awareness is how students see themselves - their values, passions, and emotional reactions and the impact they have on themselves and others. This includes capacities to recognise one’s strengths and limitations with a well-founded sense of confidence and purpose (CASEL, 2022). Self-awareness is associated with higher relationship satisfaction, happiness and is negatively related to anxiety, stress, and depression (Eurich, 2018). 

Self-awareness also refers to the ability of a student to know where their attention is being directed in order to increase focus on important areas which build wellbeing. All students have "selective attention" which means that their brains are constantly selecting out which information to pay attention to and what they can leave behind. This is then combined the trait of "negativity bias" whereby a student will pay more attention to the negative incidents rather than the positive ones. Therefore, without practise, students are more likely to focus their selective attention on negative situations which will detract from their wellbeing.

When students are self-aware, they will be in a better position to redirect their attention into activities which improve their emotional state and wellbeing. For example:

• students will improve their emotional management, when they are aware of how internal and external factors affect them.

• when students are self-aware and curious about what stimulates their interest and passion, whether inside or outside the classroom, can lead to the discovery of flow in a student's life - which can lead to a greater sense of engagement and wellbeing (PEEC, 2023).

• self-awareness allows students to boost their attention muscle through activities such as savouring and mindfulness. These activities use selective attention to focus on what is working well and challenge the students inbuilt negativity bias.

Manage your emotions, thoughts and behaviours. Lessen the impact of negative emotions; build positive emotions to improve your wellbeing.

Emotions are "conscious mental reactions (such as anger or joy)" which are felt by a student and are usually accompanied by physiological (e.g. heart rate and sweating) and behavioural responses (e.g. fidgeting, yelling, hugging). (American Psychological Association, n.d.). 

Emotions are important internal messengers that allow students to respond and act to changes in their environment. For example, and emotion of anxiety around exams may incentivise a student to study. However, sometimes negative emotions can overpower a student and impact their learning and life adversely.

With regard to learning, emotional management is essential to a student's experience of education and learning. When a student is learning, all parts of the brain (the amygdala, prefrontal cortex, hippocampus and insular cortex) work together to help a student effectively learn - thus emotion and cognition are intertwined (Immordino-Yang & Damasio, 2007). Importantly, research has "consistently found that young people who can communicate how they are feeling, and can regulate their emotions, experience good mental health." (PEEC, 2023)

Emotional management will help a student learn to sit with, endure and reduce the impact of negative emotions. Students should be taught to recognise and acknowledge their feelings without being consumed by them. It has been found that the act of simply being able to name a troubling emotion will help a student calm themselves down. (Lieberman et al, 2007). Secondly, students should learn active emotion management techniques such as perspective taking, breathing work, exercise and distraction in order to bring more equilibrium to negative experiences (Waters, 2022). Finally, students will learn to accept that they may not be able to control a circumstance, but can learn to manage their reactions and make choices to respond that align to their core values.

Students will also learn how to harness positive emotions.to build the internal resources to confront challenging times. Positive emotions do more for a student than to feel good in the moment. Harnessing positive emotions such as joy, love, contentment, gratitude and hope will outlast the "transient emotional states" that led to their acquisition and can be drawn upon later to support coping in difficult times (Fredrickson & Branigan, 2005). Positive emotions also help students in their learning to think more clearly, laterally, creatively and improve their problems solving. (Waters, 2022). Thus, positive emotions broaden a student's thought-action inventories, and help to neutralise the effects of adverse emotions and to develop resilience (Cohn et al, 2009).

Nurture, protect and replenish yourself through positive relationships, learning, community and faith to carry on through difficult times in life. 

Having resilience to cope with significant adversity is an essential life skill. When a student is coping, they are able to "bounce back" using cognitive and behavioural strategies to reduce negative emotions caused by stress and manage challenging situations that exceed their resources (APA, n.d.). In some circumstances, students may even experience post-traumatic growth, or "bouncing forward", in which the student experiences higher levels of grit and sets new challenging goals for themselves.

The first way in which resilience to cope can be built is through nurturing, protecting and replenishing of basic human system's in a student's life. Ann Masten, a leading researcher in resilience describes these protective factors as "ordinary magic". They include capable parenting, self-confidence, faith and meaning, cultural practices, other close relationships, effective educational practices, community, intelligence, self-control and a motivation to succeed. (Masten, 2013). Where these systems are not working well for a student, their capacity for resilience will be greatly diminished. (Masten, 2013). Consequently, ensuring school communities are aware of, and are seeking to enhance these protective factors to the best of their ability, will support coping in students.

The second way resilience to cope can be built is through boosting inner resources through the teaching of explicit skills and mind sets. Examples of these skills include reframing, exploring the source of meaning, turning automatic negative thoughts into positive enhancing thoughts and fostering positive emotions:

• reframing - this involves teaching students that they cannot change an incident of adversity, but they can change their mental interpretation of the event which will affect the student's ability to cope. This involves understanding that adversity may not be personal, permanent or does not need to pervade every area of life.

• meaning - this involves providing opportunity for students to explore meaning, and have a 'why' for what they are doing in life. People that have meaning have been found to be more resilient, cope better with medical issues and bounce back more quickly. 

• turning ANTs into PETs - automatic negative thoughts (ANTs) are those that happen to students instinctively and when they may overgeneralise, conduct "fortune-telling" about outcomes or engage in mind-reading. In many cases, ANTs challenge a student's ability to see things clearly. A key skill in coping is recognising ANTs and turning them into positive enhancing thoughts instead. For example, “I can’t do this”; “I’m dumb” could change to “Maybe I’m tired and I need a break”.

• fostering positive emotions - positive emotions such as joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, love predict increases in both resilience and life satisfaction (Cohn et al, 2009).

It is important to note, that when a student is faced with adversity, these strategies are not a substitute for professional psychological intervention if needed. Rather these strategies can be used in mildly stressful periods in life, in order to build resources for more challenging times. 

Move your body to boost your mood, fitness, concentration, alertness and improve the quality of your sleep.

Movement is crucial for improving physical and mental wellbeing. Our bodies were designed to move, and engaging in physical activity can lead to a multitude of benefits. Exercise releases endorphins, which are the "feel-good" chemicals in our brain. These endorphins help reduce stress, anxiety, and depression, while also increasing feelings of happiness and positivity.

In addition to improving mood, regular physical activity has been shown to have significant effects on cognitive function (Ratey & Loehr, 2011). Exercise has been linked to improvements in memory, attention, and focus. It also stimulates the production of new brain cells, which can help maintain cognitive function as people age. Physical activity can also increase creativity and motivation, making it a useful tool for overcoming mental blocks and finding new ideas.

The benefits of movement extend beyond mental health. Engaging in physical activity can improve physical fitness, including cardiovascular health, strength, and flexibility. It also helps reduce the risk of chronic diseases such as diabetes and heart disease, and improve overall quality of life.

Engaging in regular physical activity has also been shown to improve the quality and duration of sleep (National Sleep Foundation, n.d). Exercise can help regulate the body's circadian rhythm, which is the natural sleep-wake cycle that is controlled by internal biological processes. By helping to regulate the circadian rhythm, exercise can improve sleep quality and help individuals fall asleep more quickly.

Get a good night’s sleep to have energy for the day. Have regular downtime to close stress cycles and replenish your attention and motivation.

Rest is a crucial component of overall wellbeing, as it provides an opportunity for the mind and body to recharge and rejuvenate. Encouraging students at St Luke's to incorporate rest into their daily routines can have numerous benefits for their mental and physical health, as well as their academic success.

Healthy sleep habits are essential for optimal rest and wellbeing. This includes getting enough sleep each night, which for children between the ages of 6-12, is 9-11 hours and for teenagers between the ages of 13-18, is recommended to be 8-10 hours. However, recent surveys and studies in Australia have shown that many teenagers are not getting enough sleep, with as many as 1 in 4 reporting inadequate sleep. Inadequate sleep has been linked to poor mental health and lower educational outcomes. As educators, it is important to consider the impact of sleep on students' learning and prioritise healthy sleep habits in our teaching practices.

Dr Saundra Dalton-Smith proposes that humans need 7 types of rest, only one of them being sleep. These include physical (sleep), mental, social, spiritual, sensory, emotional and creative rest. This is an explanation for why some people may feel tired, despite being well slept. It is important identify whether another type of rest is needed. Seeking a wide variety of rest will help close stress cycles and help students to feel replenished for tasks that lie ahead of them.

The benefits of rest on wellbeing are numerous and include boosting creativity, enhancing decision making, reducing stress, improving productivity, and increasing energy. By encouraging students to prioritise rest and incorporate healthy sleep habits and effective relaxation strategies into their daily routines, we can help them achieve optimal wellbeing and academic success.

Keep well-hydrated and eat a wide variety of nutritious food to keep you in good health and maintain energy levels. Immerse yourself in nature.

A balanced and nutritious diet is crucial to maintaining good health and wellbeing, especially for children who are growing and developing. The World Health Organisation (WHO) recommends that young people consume a variety of foods, including plenty of fruits and vegetables, moderate amounts of fats and oils, and limited amounts of salt and sugars. Drinking plenty of water is also important for overall health.

Poor diet and nutrition have been linked to a range of negative outcomes, including poor academic performance, behaviour problems, and health issues. When students nourish their bodies with healthy food and stay hydrated, they give themselves the energy and nutrients they need to perform at their best.

In addition to healthy eating, spending time in nature can also provide a range of benefits for wellbeing. Studies have shown that spending time in natural environments can reduce stress, improve mood, and promote relaxation (Bowler et al., 2010; Li et al., 2020). Whether it's a walk in the park or at the beach, immersing oneself in nature can be a powerful tool for enhancing wellbeing.

Establish and maintain supportive and inclusive interactions with others; respect personal boundaries; help to ensure that everyone belongs in the St Luke’s community.

Relationships are central to what it means to be human, and positive relationships are supremely important for a student to flourish. The purpose of this disposition is to support students in developing social and emotional skills build their relationships with others as it has been shown that positive relationships increase physical health, wellbeing, meaning in life and resilience. (PEEC, 2023) 

CASEL includes relationship skills as one of the 5 core evidence based, socio-emotional skills required to navigate life. This CASEL domain is embedded in the PDH syllabus as "Interpersonal skills". The CASEL skills include:

• The ability to establish and maintain healthy and supportive relationships

• Effectively navigate settings with diverse individuals and groups

• The capacitiy to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively

• Navigate settings with differing social and cultural demands and opportunities

• Provide leadership

• Seek or offer help when needed

In addition, within this disposition, the concept of inclusion has been specifically identified. Inclusion is a key element of the Australian Student Wellbeing Framework. It is important to identify marginalised students and work on ways to build a welcoming school culture that values diversity, and fosters positive, respectful relationships. (Australian School Wellbeing Framework, 2023). Inclusion will also contribute to a feeling of belonging. In a study measuring life satisfaction, "95 percent of people in the four highest-ranking countries felt as though they had friends and family on whom they could rely. Conversely, in the four lowest-ranking countries, only 55 percent of people reported having this level of social support" (Layous and Lyubomirsky, 2012). It is our aim that St Luke's would be a school where all students belong and as such, St Luke's contributes to the life satisfaction of our students.

Actively listen to others to value and understand their perspective. Have an awareness of the connection between the actions of others and their feelings, thoughts and words.

A student will have empathy when they have the ability to emotionally understand what other people feel, see things from another person's point of view, and imagine themselves in the other person's place. At a basic level, empathy is when a student can put themselves in someone else's position and feel what they are feeling.

Empathy is different from sympathy. Empathy fuels connection, as it means to "feel with people" (Brown, n.d.). Sympathy is instead, understanding a person's emotions but keeps a distance. Brene Brown outlines four key elements of empathy:

• Perspective Taking, or putting yourself in someone else’s shoes

• Staying out of judgement and listening

• Recognising emotion in another person that you have maybe felt before

• Communicating that you can recognise that emotion

Empathy is a key ingredient in positive relationships because it helps us understand the perspectives, needs, and intentions of others. Empathy builds trust and belonging in relationships and is a powerful emotion in attuning to the suffering of others.

Look beyond yourself; serve others, especially those in need. Offer help with compassion, generosity, and respect.

This disposition reflects the belief that understanding, believing in and serving something greater than the self is an imperative part of our students’ education and their wellbeing. Contribution to the life and needs of others is a core Christian belief. 

• "Each of you should use whatever gift you have received to serve others, as faithful stewards of God's grace in its various forms." (1 Peter 4:10).

• "If anyone has material possessions and sees a brother or sister in need but has no pity on them, how can the love of God be in that person? Dear children, let us not love with words or speech but with actions and in truth." (1 John 3:17-18)

• "Religion that God our Father accepts as pure and faultless is this: to look after orphans and widows in their distress" (James 1:27)

• "For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in." (Matthew 25:35)

Regardless of whether or not the St Luke's students do have a Christian faith, contributing to the lives of others is the pursuit of eudaimonic wellbeing. That is, seeking personal “growth, authenticity, meaning and excellence” (Huta & Waterman 2013).

The benefits of expressing care and kindness through contribution to individuals, the school, the local and global community are varied and far-reaching. Kindness promotes empathy and compassion, which in turn leads to a sense of interconnectedness with others. Finally, 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”,

Set goals to provide a sense of purpose, accomplishment and direction in life. Create good habits; identify and break bad habits.

According to research, 43% of an adult's subjective measure of wellbeing is attributed to whether or not they have goals (Klug & Maier, 2015). In adolescents, this figure is lower, at 29%, albiet still significant. It has been found that this subjective wellbeing is due to progressing with goals, not necessarily the attainment of goals (Klug & Maier, 2015). When someone has goals, they generally have forward momentum and a sense of purpose in life. Setting and tracking goals also has been found to be an effective strategy for improving academic performance. 

The most renown strategy for goal-setting is the SMART goal setting method. The acronym stands for Specific, Measurable, Achievable, Relevant, and Time-bound. Specific goals are clear and well-defined. Measurable goals have concrete criteria for success. Achievable goals are realistic and attainable. Relevant goals align with broader objectives. Time-bound goals have a defined timeframe for completion. The limitation with SMART goal setting is that it relies heavily on willpower. More recent research as shown that it is important for an individual to assess the obstacles that stand in the way of acheiving their goal. For example, these obstacles could be procrastination, tiredness or social media. The WOOP method of goal-setting asks the student to think about obstacles and make a plan to overcome them. In this way, greater success can be achieved.

Habits on the other hand, are automatic actions that people do everyday. Good habits can build wellbeing and the successful pursuit of goals, whereas bad habits can do the opposite. Changing habits requires effort and time as these actions are so ingrained in behaviour. The habit cycle, as outlined by Charles Duhigg, consists of three components: cue, routine, and reward. The cue is a trigger that prompts the brain to initiate a behaviour. The routine is the behaviour itself, which is the habitual response to the cue. The reward is the positive outcome or satisfaction gained from completing the routine. Over time, this cycle reinforces the habit loop, making the behaviour automatic. Understanding and manipulating these elements can help students change or establish habits effectively by identifying and altering cues and rewards associated with a particular behaviour.

One of the most popular books on habits is "Atomic Habits". "Atomic Habits" by James Clear provides a guide to building and sustaining positive habits. Clear emphasises making small, consistent changes, focusing on tiny improvements ("atomic" habits) that compound over time. He introduces the 4 Laws of Behaviour Change: make it obvious, attractive, easy, and satisfying. Clear emphasises the importance of environment and suggests habit stacking and implementation intentions. Breaking bad habits involves identifying and changing cues, routines, and rewards. He also highlights the significance of tracking progress and using reinforcement. By applying these principles, students can effectively establish and maintain beneficial habits which help them achieve their goals and boost their wellbeing.

Know what gives you value and purpose; consider the sense of meaning and belonging that the Christian faith can bring; focus on what is really important; have confidence in the face of adversity.

A sense of meaning is guided by personal values, and people who report having purpose in life live longer and have greater life satisfaction and fewer health problems (Kashdan et al., 2009) and is a key building block of the PERMA positive psychology framework.

St Luke's is a Christian school,  and our school motto is "Christ our Light". As such, we believe that meaning can be found in looking to Jesus, our light, and therefore living each day knowing the love and forgiveness of God through Jesus. More than that, Christians hold out hope of eternal life and the ultimate restoration of the world.

However, not all students will choose to follow the Christian faith. Regardless, they are encouraged to live a live with meaning, through their relationships, contribution, cocurricular, talents or future career. Furthermore, we seek to provide meaningful classroom experiences that allow students to reflect on what gives them value and purpose in the world.

Make thoughtful, caring, constructive and ethical choices about your behaviour and social interactions. Evaluate the benefits and consequences of your actions for personal and collective wellbeing.

Responsible decision-making is a key element of the CASEL (n.d.) socio-emotional learning (SEL) framework which is the leading SEL framework. As such, decision making is incorporated in the Australian PDHPE syllabus.

The following is an excerpt from CASEL, explaining the importance of responsible decision-making:

Responsible decision-making is the ability to make caring and constructive choices about personal behaviour and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective wellbeing.

Responsible decision-making includes:

• Demonstrating curiosity and open-mindedness

• Learning how to make a reasoned judgment after analysing information, data, and facts

• Identifying solutions for personal and social problems

• Anticipating and evaluating the consequences of one’s actions

• Recognising how critical thinking skills are useful both inside and outside of school

• Reflecting on one’s role to promote personal, family, and community wellbeing

• Evaluating personal, interpersonal, community, and institutional impacts