Strengthening Wellbeing Practices in Schools: A Formative Approach
I am often asked to support schools in developing their school plans or evaluating the impact of projects and initiatives they are running. One of the first and most important questions I ask is:
"What are you trying to achieve with this plan or project? What does success look like?"
When discussing reading or numeracy, this tends to be a straightforward conversation. Student needs are well documented, there is a clear theory of action detailing how these needs will be addressed, and structured reflection points are in place to evaluate progress and determine next steps. In short, there is a formative process for continuous improvement—a structured approach to monitoring, adapting, and refining practices based on meaningful data.
However, when it comes to wellbeing, the approach is often far less structured and more reactive. Typically, schools set an attendance target and aim to reduce negative behaviours. These targets may be accompanied by some strategies or programs, perhaps a student survey, and often a wellbeing curriculum or initiative. Yet, despite good intentions, the evaluation of wellbeing efforts often lacks the same level of rigour and clarity as academic programs.
Strengthening Clarity in Wellbeing Initiatives
To build a stronger, more effective approach to wellbeing, I encourage schools to consider the following key questions:
- Will the measures you have in place align with the activities you are implementing?
- Does the data you collect provide sufficient insight for you to make a confident decision about what to do next?
- Is there anything you truly value in wellbeing that is not currently being measured?
I am yet to meet a school that wishes to define itself purely by statistics, just as I am yet to encounter one that only wants to share anecdotal stories. To truly describe and understand wellbeing in a school, a combination of qualitative and quantitative information is required. Moreover, this information must be relevant, reliable, and analysed meaningfully to generate real insight that can shape decision-making.
Avoiding Unrealistic Wellbeing Targets
One common pitfall I see in school wellbeing plans is the setting of unrealistic measures—targets that, while well-intentioned, are impossible to achieve. For example, a school aiming for 100% of students to be happy 100% of the time. While I have never actually seen this as an official target, I frequently encounter similarly unachievable quantitative measures. If a school were to make such a claim, I would view it with the same scepticism as I would a student who insists they have never made a single mistake in their exercise book all year.
We know that wellbeing is influenced by a wide range of factors—family circumstances, friendships, home environment, and personal experiences, to name just a few. Some days will inevitably be better than others. This is why schools should focus their efforts on wellbeing processes rather than rigid outcome targets.
The Foundations of a Successful Wellbeing Program
A strong and sustainable wellbeing program should ensure three key things:
- Wellbeing needs are identified frequently and early—so that timely support can be provided when needed.
- Systems are in place to ensure the right information reaches the right people at the right time, enabling staff to intervene effectively and appropriately.
- Support is monitored for impact—so that successful strategies can be repeated and ineffective ones adapted or discontinued.
In other words, wellbeing—like academic success—should be approached as a formative process for continuous improvement.
Shifting the Focus: Equipping Educators, Not Eliminating Challenges
Successful school wellbeing programs are not about preventing all wellbeing challenges or eliminating every student’s struggles. Rather, it is about equipping educators with the right information and tools to support students in navigating their wellbeing issues when they inevitably arise.
Next Steps
If you're interested in learning more about formative wellbeing and evaluative practices, join us for our upcoming webinar on the 12th of March at 7 PM. Register here to secure your place. If you can't attend the scheduled time, register anyway and we will send you the recording.
- Share this blog and webinar invite with your parent community
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