Focuses on knowledge, understandings and practice concerning student wellbeing at school, including evidence-based approaches to supporting and improving this. The concept of ‘wellbeing’ is critically examined, with a particular emphasis on how it is perceived by students. Different models and approaches for addressing student wellbeing are analysed. Enablers and barriers to effectively supporting wellbeing are identified, including from the perspective of students. Tools for assessing the evidence and suitability of wellbeing programs will be utilised to help inform planning and improvement in primary or secondary school contexts.
Topic 1: What is the role of schools in promoting the social and emotional wellbeing of students?
Topic 2: What do we mean by ‘wellbeing’ and how is it currently conceptualised in school settings, including by students?
Topic 3: What helps and hinders student social and emotional wellbeing?
Topic 4: How can/do schools support and promote social and emotional wellbeing?
Topic 5: How do we identify the best programs and approaches to use and how can we tell if they are effective? (Evidence-based practice)
Topic 6: How do we plan for whole-school change and improvement in relation to student wellbeing?
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||identify how ‘wellbeing’ is defined and theorised.||Intellectual rigour||Knowledge of a discipline|
|2||explain the role that schools play in promoting students’ social and emotional wellbeing||Intellectual rigour||Knowledge of a discipline|
|3||critically engage with what students say helps and hinders their social and emotional wellbeing at school||Ethical practice||Knowledge of a discipline|
|4||evaluate approaches to supporting social and emotional wellbeing in schools||Ethical practice||Knowledge of a discipline|
|5||identify areas for change and improvement in schools in relation to student wellbeing.||Ethical practice|
Study Period 5
- No prescribed texts.
Teaching and assessment
SCU Online (intensive)
|Structured online learning|
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2018 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.