Menu
Education
Global Search

Whole school approach

Tailoring health and wellbeing approaches at your school

Tailoring health and wellbeing approaches at your school is a suite of evidence-based resources that:

  • identify and promote the enablers of successful health and wellbeing approaches
  • draw together relevant department policy and new and existing health and wellbeing resources
  • address the complex health and wellbeing challenges that schools identified during a 2020 research discovery.
The students are sitting on a bright blue mat with white stripes, the floor in the background is beige. A young female primary school student is in the foreground and takes up most of the photo. The student is looking forward and she appears engaged and happy, with her hands raised in the air, slightly to the side of her. The right hand of the student is blurred as it is very close to the camera. She is wearing a maroon and light blue school shirt and has a long brown platted ponytail with red and blue elastics in her hair. Only a glimpse of one leg is in the photo. Sitting to the left of the girl is another student, slightly out of focus. You can see the person is wearing a school shirt and her right hand is raised. She is also wearing dark blue shorts and tights. Her knees are raised and the soles of her pink and white joggers are together. Behind the student in the foreground, is another student. You can only see the bottom of their leg and blurred black, white and pink shoes. The students are sitting on a bright blue mat with white stripes, the floor in the background is beige. A young female primary school student is in the foreground and takes up most of the photo. The student is looking forward and she appears engaged and happy, with her hands raised in the air, slightly to the side of her. The right hand of the student is blurred as it is very close to the camera. She is wearing a maroon and light blue school shirt and has a long brown platted ponytail with red and blue elastics in her hair. Only a glimpse of one leg is in the photo. Sitting to the left of the girl is another student, slightly out of focus. You can see the person is wearing a school shirt and her right hand is raised. She is also wearing dark blue shorts and tights. Her knees are raised and the soles of her pink and white joggers are together. Behind the student in the foreground, is another student. You can only see the bottom of their leg and blurred black, white and pink shoes.
Image: Picture of students in a primary school classroom

Research discovery insights

Schools understand the value of effective health and wellbeing approaches and the connection for improving learning and life outcomes.

A research discovery undertaken in 2020 with schools, and the staff that support them, informed how school communities can be further supported in tailoring their health and wellbeing approaches in their local context.

Three key interconnected themes emerged from the research discovery report (staff only)

  1. One size does not fit all
  2. 10 key principles underpin all successful health and wellbeing approaches
  3. Problem + context = approach.
This diagram represents the first theme, One size fits all. It is circular in shape, with 5 segments around the outside. A white space in between each section that connects to the middle of the graph. Following the circle clockwise, the first section has a medium blue background and contains white writing that says, Whole school universal strategies. The second section has a very dark blue background and white writing that says, Strengthened learning and support teams. The third section is at the bottom of the circle, has a light blue background and black writing that says, School-led multidisciplinary responses. Continuing clockwise, the fourth section has a red background and black writing that says, School-initiated health and wellbeing alliances. The background in the fifth section is peach and the black writing says, Government priority. The background in middle of the diagram is white. There is a small dark blue circle in the middle that has the outline of three human figures. The outline of the human figure in the middle is bright blue and the other two are outlined in white. Beneath the circle, in the centre of the diagram is dark blue writing that says, Family, School Community and Friends. This diagram represents the first theme, One size fits all. It is circular in shape, with 5 segments around the outside. A white space in between each section that connects to the middle of the graph. Following the circle clockwise, the first section has a medium blue background and contains white writing that says, Whole school universal strategies. The second section has a very dark blue background and white writing that says, Strengthened learning and support teams. The third section is at the bottom of the circle, has a light blue background and black writing that says, School-led multidisciplinary responses. Continuing clockwise, the fourth section has a red background and black writing that says, School-initiated health and wellbeing alliances. The background in the fifth section is peach and the black writing says, Government priority. The background in middle of the diagram is white. There is a small dark blue circle in the middle that has the outline of three human figures. The outline of the human figure in the middle is bright blue and the other two are outlined in white. Beneath the circle, in the centre of the diagram is dark blue writing that says, Family, School Community and Friends.
Image: Diagram representing theme one: One Size Fits All

Schools use five main health and wellbeing approaches, with more than one, or a hybrid approach often utilised. Approaches reflect the school’s unique features.

The impact of health and wellbeing approaches is maximised when underpinned by supportive leadership and embedded within whole school universal strategies.

”Start [supports] as close as you can to the kids and then move out”

Resource for schools - Five approach snapshots:

Summary: the snapshots highlight the key features of each of the five health and wellbeing approaches, including the benefits and challenges. Example initiatives are featured within each snapshot and embedded links take you to key department supporting tools. The snapshots are intended as illustrations of practice for schools.

This diagram represents the second theme, 10 key principles. Each one of the principles is captured in blue writing within a white circle and connected to the next circle by a thick curved light blue line. Starting at the top of the circle and moving clockwise the individual circles say Whole school approach Linked to school planning Acknowledges and respects local context Effective learning and support teams Capacity building Fit for purpose and culturally safe spaces Clear roles, responsibilities and documented agreements Continuity of support and Evidence-based approach embedded. In the middle of the diagram, the background is white with Student Voice written in large dark blue print. The light blue background that surrounds the middle of the diagram connects to all the individual circles. This diagram represents the second theme, 10 key principles. Each one of the principles is captured in blue writing within a white circle and connected to the next circle by a thick curved light blue line. Starting at the top of the circle and moving clockwise the individual circles say Whole school approach Linked to school planning Acknowledges and respects local context Effective learning and support teams Capacity building Fit for purpose and culturally safe spaces Clear roles, responsibilities and documented agreements Continuity of support and Evidence-based approach embedded. In the middle of the diagram, the background is white with Student Voice written in large dark blue print. The light blue background that surrounds the middle of the diagram connects to all the individual circles.
Image: Diagram representing theme two: Ten Key Principles

Ten key principles were identified through the research discovery that are key enablers of success for all schools’ health and wellbeing approaches.

Schools with successful health and wellbeing approaches:

  • embrace student voice and promote students’ health seeking behaviours and health literacy
  • demonstrate a deep understanding of local context and the importance of fit for purpose and culturally safe spaces
  • embed whole school universal strategies to strengthen the capacity of staff so they are better able to recognise and respond early to students’ health and wellbeing needs
  • link appoaches to School Excellence in Action
  • are supported by effective Learning and Support teams
  • support capacity building of students, families and school communities to maximise longer term health and wellbeing, learning and life outcomes
  • identify clear roles and responsibilities, operate within department policy and legal service agreements where required
  • provide continuity of support, including through school transition points
  • have an evidence based approach embedded.

Resource for schools - 10 key principles Infographic:

Summary: a visual resource that captures the definitions of the 10 principles that underpin successful health and wellbeing approaches. Your school can use the infographic for quick reference and a communication tool for the school community.

Resource for schools – Checklist and guidelines:

Summary: a tool to support the planning and review of schools’ health and wellbeing approach/es. The 10 key principles are unpacked into their components for your easy reference. The guiding information outlines the basis of each principle and brings together relevant department policies and resources in the one place, saving schools time.

This diagram represents the third theme, Context plus Problem equals Approach. The diagram is shaped as a curved cornered rectangle and the words, the approach sit above the rectangle to the top left. The rectangle has two puzzle pieces that fit together. The background of the rectangle is a very dark blue, with a thick white middle line that outlines the puzzle pieces. The puzzle piece on the left has a large light blue circle to the top left with the dark blue outline of a turning world within. The word, Context is written in white and sits directly below the light blue circle, aligned to the left. The puzzle piece on the right has as a large light blue circle to the bottom right with the dark blue outline of a curved cornered rectangle speech bubble within it. A red question mark is within the speech bubble. The word Problem is written in white and sits directly above the light blue circle, aligned to the right. This diagram represents the third theme, Context plus Problem equals Approach. The diagram is shaped as a curved cornered rectangle and the words, the approach sit above the rectangle to the top left. The rectangle has two puzzle pieces that fit together. The background of the rectangle is a very dark blue, with a thick white middle line that outlines the puzzle pieces. The puzzle piece on the left has a large light blue circle to the top left with the dark blue outline of a turning world within. The word, Context is written in white and sits directly below the light blue circle, aligned to the left. The puzzle piece on the right has as a large light blue circle to the bottom right with the dark blue outline of a curved cornered rectangle speech bubble within it. A red question mark is within the speech bubble. The word Problem is written in white and sits directly above the light blue circle, aligned to the right.
Image: This diagram represents the third theme: Context + Problem = Approach

NSW public school students represent the diversity of cultural, linguistic and socioeconomic backgrounds across NSW. The communities that NSW public schools serve have very different contexts, strengths, challenges and needs; as well as staffing structures and experience.

Schools are implementing a range of proactive and preventative health and wellbeing strategies for their students. Where schools are dealing with new or emerging issues, they gain a shared understanding of the problem they wish to address in partnership with students, families and the broader community.

Schools with successful health and wellbeing approaches:

  • take stock of their programs and resources already in place, and what is readily available to help strengthen an existing response
  • consider what the service gaps are and whether upskilling department staff will meet the gap and address the identified problem, or whether external partnerships are required
  • respectfully listen and learn from their community, including the local Aboriginal Education Consultative Group (AECG) and develop an inclusive and equitable response
  • implement sustainable approaches for their local context that provide a continuum of care and continuity of support.

The health and wellbeing solutions schools are implementing often start small and build.

In rural and remote communities, issues around isolation and access to services are often significant barriers in addressing students’ health and wellbeing needs, and in designing health and wellbeing approaches.

Aim 3.2 of the Rural and Remote Education Strategy (2021-2024) is: All students in rural and remote communities have early access to and engage with wellbeing support services.

Enhancing the availability of digital technologies can facilitate increased access to health and wellbeing services for students and their families.

Partnering with local health services may support schools to address a service gap:

Resource for schools – Step by step guide:

Summary: a flowchart that guides schools through a sequence of steps to tailor their health and wellbeing approach. Each step has been mapped to the key principles that underpin successful health and wellbeing approaches.

This is a photo of six high school students. The students are standing in front of a mural which is red, black and yellow with some fine brown lines that look like branches of a tree. The yellow forms a circle in the centre, and the black appears to be large block letters. You cannot make out the words. The students appear from their hips up. Five students are wearing a light blue shirt which has a white stripe down the right side, and the right sleeve and the collar are both dark blue. One female student is wearing a dark blue, green and white rugby jumper and holding a basketball. This student is standing to the front left of the photo and a male student with his hands on his hips is on her right. Behind these students from left to right are a male student with his arms crossed, a female student with her hands on her hips, a male student with his arms crossed and a male student with his arms behind his back. All the students are laughing and are shown to be engaging with each other. This is a photo of six high school students. The students are standing in front of a mural which is red, black and yellow with some fine brown lines that look like branches of a tree. The yellow forms a circle in the centre, and the black appears to be large block letters. You cannot make out the words. The students appear from their hips up. Five students are wearing a light blue shirt which has a white stripe down the right side, and the right sleeve and the collar are both dark blue. One female student is wearing a dark blue, green and white rugby jumper and holding a basketball. This student is standing to the front left of the photo and a male student with his hands on his hips is on her right. Behind these students from left to right are a male student with his arms crossed, a female student with her hands on her hips, a male student with his arms crossed and a male student with his arms behind his back. All the students are laughing and are shown to be engaging with each other.
Image: A picture of six high school students

Support with evaluating health and wellbeing approaches

Schools with successful health and wellbeing approaches:

  • gain a picture of need, impacts and potential improvements by overlaying relevant department and publically available data sets; they challenge assumptions
  • gather only the information that is needed for evaluation, including baseline data
  • identify the best possible ways for gathering the required information
  • provide a clear and reasonable timeline for evaluation
  • carefully consider the ethics of involving children and young people in evaluation, Schools have clear protocols in place to ensure the follow-up of support for students where required.

Departmental resources available to support schools with evaluation include:

Publically available data sets commonly used by schools include:

Other resources:

Departmental resources available to support schools with planning include:

  • Situational Analysis:  resources that support an authentic and rigorous assessment of a school’s current state. Used to inform a school’s improvement journey in learning, teaching and leading
  • Strategic Improvement Plan: (SIP) process which ensure continuous improvement, reflecting where a school is at and how it will further improve learning, teaching and leading
  • School Excellence Framework: identifies quality practice across the three key domains of education – learning, teaching and leading to help schools plan and monitor strategies for ongoing improvement. Schools that excel in the Learning Domain of the SEF develop whole school wellbeing approaches that support students to enhance their learning, health and wellbeing and life outcomes.
  • The Wellbeing Framework for Schools: supports schools to create teaching and learning environments that enable students to be healthy, happy, engaged and successful. Wellbeing in our schools is driven by the themes of Connect, Succeed and Thrive.

Resources for schools

These resources help schools tailor their health and wellbeing approaches.

5 main approaches

Illustrations of health and wellbeing approaches being used by schools

10 key principles infographic

Visual illustration of the principles underpinning successful approaches

Checklist and guidelines

A tool to support the planning of a school's approach

Step by step guide

Flowchart with suggested pathways to develop a school's approach

Standards and focus capabilities map

Standards and focus capabilities mapped for staff leading approaches

Legal Agreements Q and A (Staff only)

Legal agreements Q and A draws together a range of frequently asked questions by school staff during the 2020 Research Discovery.
Return to top of page Back to top