Deputy Principal Student Wellbeing
An overview: Wellbeing for learning in Catholic school communities.
What is eXcel?
eXcel: Wellbeing for learning in Catholic school communities [1] articulates the importance of wellbeing to children and young people's spiritual, cognitive, personal, emotional and social growth.
Catholic Education Melbourne has developed eXcel as an explicit, practical guide to inform pedagogical practice, curriculum design and policies to strengthen children and young people’s wellbeing and learning outcomes.
Presented as four intersecting dimensions of enable, connect, engage and learn, the first letter of each has been combined to form the overarching concept of ‘eXcel’.
Why eXcel?
eXcel: Wellbeing for learning in Catholic school communities [1] affirms Catholic Education Melbourne's ongoing commitment to supporting rich, deep and varied learning experience for our students, so that they may be developed as optimistic, resilient young people of faith, ready to be effective members of the community, contributing to and enriching the world around them.
eXcel supports the development of school-wide practices and cultures that enable children and young people to:
- deeply connect ‘who they are’ and ‘how they can be’ in the world to the Catholic faith
- reach their potential
- build positive and connected relationships
- develop skills and attitudes that promote wellbeing and resilience
- deepen their appreciation of learning, their perseverance and their stamina
- lead optimistic, graced and hope-filled lives of impact.
enable
Safe, inclusive and respectful environments.
‘Every individual has a personal narrative, a story of experiences that colours what they question, the answers they seek, the possibilities they see, and the ways they come to know truth’. (Catholic Education Melbourne 2016, Horizons of Hope: Vision and Context, p. 12)
Optimal wellbeing and learning are enabled in school environments that are safe, inclusive and respectful.
Vibrant, life-giving communities responsive to the creative presence of God in all dimensions of life provide an environment which enables and encourages the unique potential, gifts and innate qualities of each child and young person to unfold.
Characterised by an open, friendly atmosphere with a strong sense of hope, welcome and belonging, enabling school communities invest energy into growing and sustaining positive relationships. They act ‘in the best interests of the child’ [26] and the community of which the child is a member. Respect and kindness are clear expectations and it is every person’s right to be free from bullying, harassment or intimidation. Members of the community show their care and compassion for others through their behaviours, actions and words.
Fairness, equality and a deep sense of justice are embedded in the culture of an enabling school community. Diversity is embraced and celebrated and the sacred dignity and worth of all persons is honoured and affirmed. In enabling schools, ‘encounters between different cultures, religions and language are seen as a source of mutual enrichment.'
We strive to be communities where children and young people’s wellbeing and learning can flourish, enabling school environments are child-safe and child-friendly. They are places where clear individual and collective responsibilities for ensuring the protection of children and young people are embedded in standards of behaviour and work practices. In enabling school environments, child safety is paramount. It is approached with vigilance and an ongoing commitment to continuous assessment, action, reflection and improvement.
In safe, inclusive and respectful learning environments school leaders and staff purposefully collaborate with students, families and their communities to co-create an explicit wellbeing agenda and commitment. This includes identifying strategies and resources that empower school leaders and staff to nurture their own wellbeing and flourish in their roles. When consistent expectations are communicated and enacted through policies, practices and pedagogy, the health and safety of all members of the school community are enhanced and their capacity to engage in learning is strengthened.
connect
Nurturing, collaborative and authentic relationships.
‘It is this feeling of being known, valued and understood that provides the foundation for learning and success’. (Catholic Education Melbourne 2016, Horizons of Hope: Vision and Context, p. 12)
Authentic human flourishing occurs in communion and connection with others.
In Catholic schools, connectedness is lived and expressed within communities and between communities through fellowship, participation and communion in faith. ‘Inspired by a God who reaches out to us in love, the Catholic school is called into community where interconnectedness and quality relationships shape and affirm the identity of each person.'
Connectedness generates a sense of belonging, solidarity and sharing – a feeling that you matter and that your contributions are valued. It is strengthened through nurturing, collaborative and authentic relationships. As a powerful protective factor in promoting resilience, self-esteem, mental and emotional health and positive behaviour, connectedness contributes to enhanced individual and school community wellbeing, social capital, and mutual trust.
Within the school environment, 'connectedness is realised and promoted in the quality of the relationships between students and their teachers, between students and the school, between students and other students, and between schools and the local community, including parents.'
Children and young people who experience school connection believe education matters and that their teachers know, understand and care about them and their learning. [33] They are more motivated, have better educational outcomes, demonstrate higher levels of engagement and participation in extracurricular activities, and are more likely to complete their schooling and activate help-seeking strategies when required.
Connected children and young people are less likely to feel isolated and engage in compromising risk-taking behaviours.
Significantly, connected Catholic school communities recognise the interdependence of educators, families, students, the parish and the wider community in fulfilling their educational mission. They continually seek opportunities to tap into a diverse range of resources, expertise and innovation within and beyond the school community to strengthen stakeholder engagement in their everyday work, thereby further supporting the social, emotional and academic growth of children and young people. In creating such ‘outward-facing’ cultures, school leaders embrace opportunities to develop networks between schools, across sectors and with parents, business and the community to support wellbeing and learning outcomes.
engage
Motivated, empowered and adaptable learners.
Catholic schools ‘support students to grow in virtue and to embrace a view of themselves and the world that leads to peace, justice, and the prospering of the whole of creation.' (Catholic Education Melbourne 2016, Horizons of Hope: Vision and Context, p. 5)
Families and communities aspire for their children to succeed as engaged learners and citizens.
Positive engagement with schooling enhances children and young people’s academic and wellbeing outcomes, as well as their capacity to contribute to their community and make meaningful decisions about a range of issues that affect them and their world.
In Catholic schools, spiritual engagement permeates all dimensions of life and learning. Children and young people are invited to engage with the story of Jesus Christ and deepen their encounter with God, shaping their identity and making meaning in their lives. In dialogue with the Catholic faith, all children and young people are encouraged to engage their ‘head, heart and hands’ in Christian ministry and service to strengthen their encounter with God and develop a sense of the Spirit at work.
More broadly, ‘engagement’ refers to students’ psychological investment, motivation and effort directed towards their learning. This type of engagement occurs at behavioural, emotional and cognitive levels. [38] Behavioural engagement refers to students’ disposition and participation in education, including academic, social and extracurricular activities. Emotional engagement encompasses students’ attachment to school, their attitudes, interests and desire for competence and understanding. It is strongly aligned to their sense of belonging and connectedness to their learning environment, peers, staff members and family. [39] Cognitive engagement measures students’ investment in learning, and their intrinsic motivation, commitment, capacity to work with others and ability to self-regulate and function productively. [40]
Learning environments that provide opportunities for children and young people to co-construct knowledge and cultivate curiosity, creativity, imagination, inquiry, experimentation and investigation are more likely to engage and motivate them to invest in their learning. This autonomy empowers children and young people to see themselves as competent, capable learners and valued citizens within the classroom and beyond. Practices that encourage active participation and authentic ‘student voice’ in decisions that impact on their safety, wellbeing and learning are more likely to enhance students’ sense of self-worth, self-esteem and confidence. These feelings of greater competence contribute to improved resilience, satisfaction and success.
Socially, engagement with schooling can develop leadership qualities, foster positive relationships and respect for others, improve communication skills and encourage a greater sense of responsibility. At a civic level, engagement builds children and young people’s awareness and understanding of the skills, attitudes, beliefs and values that will enable them to effectively participate and remain engaged in their community. In Catholic schools, engagement through a call to service and ‘reaching out’ beyond self for the common good enables students to promote justice, inclusion and equity.
learn
Explicit, purposeful and innovative teaching.
‘Catholic educators see learning as a journey of endless possibilities, where students are energised to seek meaning and explore questions about the world around them.’ (Catholic Education Melbourne 2016, Horizons of Hope: Vision and Context, p. 5)
Explicit teaching and learning experiences that support wellbeing promote holistic development for lifelong success.
In school communities where leaders, staff, students and families consistently model emotional literacy, relationships, climate and culture are more positive.
Individual, interpersonal and societal wellbeing requires children and young people to develop competencies that build resilience, a positive sense of identity, self-worth and empathy. Learning how to cooperate, negotiate and make informed and responsible decisions builds essential lifelong skills that contribute to wellness and success. [47] This requires innovative teaching which explicitly draws out the learning dispositions and strengths of students, creatively engaging them in a wide variety of enriching, personalised learning experiences.
All members of the school community have a role to play in nurturing the development of the whole child. Inspired by faith, Catholic school communities promote the full flourishing of each child and young person. They create opportunities for children and young people to engage in deep learning experiences whereby they master the skills required to develop ‘a sense of who I am and how I can be in the world.’
Beyond preparing children to become ‘well- educated’ citizens … education must also cultivate in young people spirituality, reverence for the natural environment and a sense of social justice. Education must inspire children’s creativity, imagination, compassion, self-knowledge, social skills and emotional health … to [help them] live more consciously within their communities and natural ecosystems.
Schools equip children and young people with a range of competencies that weave together aspects of managing self, relating to others, participating and contributing. [50] These competencies include self- awareness, self-management, responsible decision- making, social awareness and relationship skills.
Together these competencies assist children and young people to understand, manage and communicate their emotions; feel and demonstrate empathy for others; establish and sustain positive relationships; identify and work towards their goals; draw on a host of positive self-regulation and coping strategies; solve problems; and think critically about how their choices may be influenced by others and their environment and what the consequences of these choices may be.
Adopting a school-wide approach that focuses on explicitly teaching social and emotional competencies, that is, ‘the process through which children enhance their ability to integrate thinking, feeling and behaving to achieve important life tasks,’ can enhance resilience, personal wellbeing and mental health. Learning and applying social and emotional competencies can translate into improved engagement and connectedness to school, enhanced peer and teacher relationships and safer, more inclusive and respectful, school environments.
Social and emotional competencies are essential life skills required to succeed in school, family, friendship and work. Children and young people need social and emotional skills, and academic skills, to thrive.
eXcel: In summary
eXcel: Wellbeing for learning in Catholic school communities articulates the importance of wellbeing to children and young people’s spiritual, cognitive, physical, emotional and social growth. It is not prescriptive. Rather, the four dimensions of enable, connect, engage and learn (eXcel) are designed to:
• promote common understanding
• enable consistent approaches
• develop shared commitment
• inspire rigorous conversation
• encourage deep reflection
• inform innovative action.
eXcel: Wellbeing for learning in Catholic school communities supports the development of school- wide practices and cultures that enable children and young people to:
• deeply connect ‘who they are’ and ‘how they can be’ in the world to the Catholic faith
• reach their potential
• build positive and connected relationships
• develop skills and attitudes that promote wellbeing and resilience
• deepen their appreciation of learning, their perseverance and their stamina
• lead optimistic, graced and hope-filled lives of impact.
Enhancing school community wellbeing is an ongoing and complex endeavour that requires explicit strategy, commitment, energy and continuous effort over time to sustain. It is a shared responsibility illuminated by the Good News and founded in Jesus’ message of God’s love for all.
It is enriched through purposeful collaboration and dialogue between school leaders, staff, students, families, the parish and local communities.
Wellbeing and the full flourishing of the person cannot be separated from learning: they are inextricably linked and must be positioned at the heart of school.