Principal

Student participation and wellbeing

I had the privilege last weekend of attending the Great Wheelbarrow Race with our staff and students. What struck me most at the end of the weekend was not the sore muscles, backs, and feet of the students or the prizes that our students won in different categories—the thing that struck me was the sense of belonging and camaraderie that developed within the students by the end of the weekend.

It was clear that their shared experience in undertaking a difficult challenge bonded the group together, had a noticeable positive impact on how they encouraged and helped one another, and aided them in contextualising difficult tasks as doable, especially with the help of their friends and family. 

The experience reinforced for me the absolute necessity for our college staff to encourage student participation in school activities as a means to better their wellbeing. A study conducted by Southern Cross University found that student wellbeing is positively associated with participation in school activities that involve students having a voice, having influence, having choice, and working together – the Great Wheelbarrow Race met all these criteria. As does debating, chess competitions, maths competitions, sport and arts participation to name a few. If you want further information, please see the reference to the study below.

Another aspect of wellbeing is that research shows that engaged individuals who use their strengths tend to feel happier over the long term. Engagement also contributes to physical and mental wellbeing and self-esteem. Engagement comes when students are focused on their work. As students take up study options and different learning opportunities in each of their classes, they have an opportunity to build on their strengths and create a sense of flow – this leads to increased levels of well-being and connection.

We recently advertised and are in the process of employing a part-time wellbeing officer with suitable qualifications to deliver wellbeing programs to selected students. We hope that this staff member's skills in delivering such programs will improve the wellbeing of our students.

Additionally, the College delivers multiple programs and events across the year that deliver wellbeing initiatives. These include camps, retreats, reflection days, and special guests and speakers, to name a few. Encourage your child to get involved, as this type of engagement will pay wellbeing dividends in your child's life.

A wellbeing course for parents, carers and families

If you want to undertake a short wellbeing course, please see the Yale University free online course at https://online.yale.edu/courses/science-well-being. I completed the course several years ago, and it is a great practical aid in managing wellbeing. The three big elements of the course are:

1.  Evidence-Based Understanding of Happiness: The course offers an evidence-based exploration of what constitutes happiness and wellbeing. It delves into the latest research from psychology and neuroscience to provide insights into the factors that contribute to individual happiness and life satisfaction.
    
2. Practical Strategies for Enhancing Wellbeing: In addition to theoretical knowledge, the course equips learners with practical strategies for enhancing their own wellbeing and happiness. These strategies are grounded in scientific findings and aim to empower individuals to make positive changes in their lives.
    
3. Insights from Positive Psychology: Drawing from the field of positive psychology, the course explores topics such as gratitude, kindness, mindfulness, and the importance of social connections in fostering wellbeing. Learners gain a deeper understanding of how these factors influence happiness and how they can incorporate them into their daily lives.

2024 Feedback surveys 

Feedback Surveys will be conducted during Weeks 6-8 of Term 2, May 20 –June 7.   

Cairns Catholic Education has decided to move the Feedback Surveys to Term 2 based on feedback from schools. Schools requested that parent, student, and staff data be available earlier so that the feedback could be incorporated into the school's annual planning processes. 

Your participation is crucial. All parents and staff will be invited by email from CES to complete the survey, as well as all students in Years 8 and 11.  The survey will take 20 – 30 minutes to complete. Remember, all surveys are anonymous.

SSCC has allocated the following times for staff and students: 

• Staff time is allocated for June 4;
• Year 8 and 11 students in SEL and CFIA between May 27-29

I encourage all parents to participate in the surveys as survey results provide vital information that we use in our school planning.

Gary Conwell | Principal

ssm.principal@cns.catholic.edu.au

References

1. ReachOut Australia. (n.d.). Engagement and positive psychology. Retrieved from https://schools.au.reachout.com/articles/engagement-and-positive-psychology
    
2. Southern Cross University. (n.d.). Improving wellbeing through student participation at school. Retrieved from https://www.scu.edu.au/research/research-impact/impact-case-studies/improving-wellbeing-through-student-participation-at-school/
    
3. Soutter, M., La Fratta, T., Marzocchi, G. M., & Trisolini, D. C. (2019). Investigating Student Engagement at School to Support the Well-Being of Young People: The Role of Positive Education. Frontiers in Psychology, 10, 2482. https://doi.org/10.3389/fpsyg.2019.02482
    
4. Teacher Magazine. (n.d.). Implementing evidence-based strategies to improve student wellbeing. Retrieved from https://www.teachermagazine.com/au_en/articles/implementing-evidence-based-strategies-to-improve-student-wellbeing
    
5. Yale University. (n.d.). Science of Well-Being. Retrieved from https://online.yale.edu/courses/science-well-being