Senior School

Building Student Resilience: Strategies for Fostering Wellbeing in Senior School Students

Academic success can no longer be said to be a pursuit that focuses primarily on good grades and subject knowledge. The ability to persevere through challenges, bounce back from setbacks, and stay engaged with one’s education is just as important. This sense of resilience not only equips students to face the academic rigours of school, but also prepares them for the vicissitudes of life that they will encounter later down the track. At the very heart of building resilience is fostering student responsibility and accountability, both of which are critical for academic progress and personal development.

The Australian Student Wellbeing Framework (ASWF) provides schools with a comprehensive approach for supporting student wellbeing, but it is the active participation of students themselves – alongside the support of teachers, families, and communities – that truly helps students foster a sense of resilience. By building a sense of personal responsibility, we equip students with the tools they need to take charge of their learning, stay motivated, and engage meaningfully with both their studies and extracurricular activities.

Developing Responsibility and Accountability for Study and Progress

Resilience is about more than surviving difficult circumstances; it’s about thriving in the face of them. One of the most powerful ways to cultivate resilience in students is by encouraging them to take responsibility for their own learning and progress. This involves equipping them with the mindset and skills to approach both their academic tasks and their extracurricular commitments with intention and accountability.

1. Instilling a Growth Mindset

A growth mindset is a key pillar of personal responsibility. Encouraging students to see their abilities as something that can be developed through hard work, perseverance, and learning from mistakes helps them take ownership of their learning process. Students who understand that effort leads to improvement are more likely to stay motivated through the challenges that they encounter. This mindset shift is crucial for developing resilience, as it fosters the belief that setbacks are not failures, but opportunities to grow.

In practical terms, this means guiding students to approach their studies as an ongoing process of development, rather than as something that requires perfection. Teachers can help students see mistakes as a natural and valuable part of learning, encouraging them to view their academic journey as a series of steps, each contributing to long-term success.

Senior School staff have engaged in a range of professional and curriculum development sessions throughout the year that have focused on promoting a positive growth mindset and we will share more details in an upcoming edition of The Vine in Term 4.

2. Encouraging Self-Directed Learning

Students who take responsibility for their studies are more likely to develop a sense of autonomy and control over their learning. One way to foster this is by teaching students effective time management and study skills, which can empower them to take charge of their academic progress. Self-directed learning isn’t just about knowing what to study, but also about knowing how to approach it – setting goals, managing time effectively, and maintaining focus on long-term objectives.

Providing students with tools to plan and reflect on their progress is a way that schools can nurture this responsibility. For example, encouraging students to set personal academic goals for the semester and reflect on their learning through regular self-assessment can help them develop a stronger sense of accountability. When students are empowered to chart their own path and reflect on their journey, they take ownership of their progress, which boosts both their academic resilience and confidence.

3. Active Participation in Extracurricular Activities

Resilience is built not only through academic challenges but also through involvement in extracurricular activities, which teach students about commitment, teamwork, and balancing multiple responsibilities. Encouraging students to participate in sports, arts, leadership roles, or community service projects helps them develop skills that are transferable to their academic and personal lives.

When students take responsibility for their extracurricular involvement, they learn how to manage their time, set goals, and work towards achievement outside the classroom. Extracurricular activities also provide an opportunity for students to experience failure and success in a context that is different from the classroom, further reinforcing the concept of resilience. The personal responsibility students develop through these activities feeds back into their academic life, teaching them to take ownership of their broader educational journey.

4. Accountability for Personal Student Progress

Accountability is a cornerstone of personal responsibility. Developing a sense of accountability requires students to recognise that they are the primary agents of their own learning and success. Teachers can support this process by setting clear expectations and encouraging students to track their progress against goals. This can be done through regular check-ins, self-reflections, or peer assessments, where students are not only responsible for their own performance but also for providing constructive feedback to their peers.

Regular progress reports (teacher feedback, interim and semester reports) can help students track their development over time and recognise areas that need improvement. When students are held accountable for their actions—whether it’s turning in assignments on time, attending classes, or staying engaged in extracurricular activities—they develop an understanding that their success is the result of their own efforts and decisions.

Addressing the Challenges of Disengagement: Helping Students Care Again

One of the most significant barriers to fostering resilience in senior students is the issue of disengagement. It is not uncommon for students, especially as they approach their senior years of schooling, to lose interest in their studies. This disengagement can manifest in various ways – students may appear disinterested in their academic work, avoid taking responsibility for their progress, or simply fail to demonstrate any enthusiasm for their school experience.

1. Rebuilding Emotional Connections

When students appear disengaged, it is important to first understand the underlying causes of their detachment. It might stem from personal issues, a lack of connection to the curriculum, or feelings of inadequacy. Building emotional connections with disengaged students is key to helping them care again. Teachers can engage with students one-on-one, listen to their concerns, and offer personalised support to help them reconnect with their learning.

When students feel seen and valued as individuals, their intrinsic motivation can be reignited. Encouraging students to express their feelings—whether through conversations, journaling, or creative outlets—can help them re-establish a connection to their education.

2. Setting Meaningful, Achievable Goals

For disengaged students, it can be helpful to break large goals into smaller, more achievable steps. By setting incremental, realistic goals, students can experience quick wins that build their confidence and motivation. This could involve focusing on smaller academic tasks or setting personal growth goals, such as improving participation in class or increasing engagement in extracurricular activities. Celebrating small successes can lead to larger victories, as students realise that their efforts make a difference.

3. Fostering a Sense of Ownership

Helping students take responsibility for their learning involves giving them the tools and confidence to manage their own progress. Encouraging self-assessment, goal setting, and reflection helps students recognise that they control their success. When students take ownership of their actions, they are more likely to stay engaged, because they understand that their efforts directly impact their achievements.

The Role of Teachers, Wellbeing Staff, Families, and the Wider Oxley Community

The development of resilience through responsibility and accountability is not solely the task of teachers and wellbeing staff – it is a shared responsibility involving families and the wider community. Parents, carers, and mentors all play a role in supporting students as they develop the skills necessary to take charge of their academic and personal journeys.

By providing students with a strong support network and encouraging open communication, schools and families can work together to ensure that students not only succeed academically but also develop the resilience to manage the challenges that will come later in life.

Building student resilience is a complex but rewarding endeavour that requires a balanced approach. By encouraging students to take responsibility for their learning and progress, schools can foster the accountability and independence that are vital for long-term success. Whether through developing a growth mindset, engaging in extracurricular activities, or setting meaningful goals, students must be given the tools to take charge of their own growth. By doing so, we can help them not only succeed in school but also become resilient, capable individuals ready to face the challenges of beyond their formative years at school.

Mr James Avram

Deputy Principal – Head of Senior School