Becoming an agent of change for school and student well-being

Abstract

There is evidence to suggest that whole school approaches to student well-being enhance not only mental health and resilience but also promote prosocial behaviour, pupil engagement and academic learning. ‘Positive education’ is gaining traction in both the US and Australia, often with more privileged schools. Interventions are primarily based in positive psychology but also have elements of community psychology where they aim to give teachers and students an authentic voice. When schools focus on the well-being of the whole child, this not only benefits individuals, but the communities in which they participate. Educational psychologists are in a unique position, especially in state schools. They have opportunities for conversations on well-being at all levels, to support teachers and offer in-service training. There is also an ethical issue about whether the profession acts in a pro-active way to advocate for the needs of vulnerable young people at a systemic level or is primarily reactive to demands. This paper is based in research on school change and student well-being. It summarises what it is possible to influence and which practices and processes are effective. It takes an ecological and optimistic position on change that entails sowing seeds for growth, building a team and promoting good practice.