Build Your 2027 Whole-School Wellbeing System
The outcomes you are asked to show, the problems in the way, and a practical way to see students earlier.
Made for principals, assistant principals and Mental Health and Wellbeing Leaders in Victorian schools setting up for 2027. Leave with a clear view of what to show, what gets in the way, and a way forward you can take back to your team.
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Free. The joining link and the recording go to everyone who registers.
We will email you the joining link and the recording. Life Skills GO may contact you about this session and related resources. See our privacy policy. No cost, no obligation.
years of building the platform with schools
Australian schools in partnership with us
student wellbeing check-ins, moments of student voice
Five expectations shape how you plan for 2027
Wellbeing sits beside learning as a central outcome in Victorian schools. Here is what the Department says, in one line each, with links to the source.
Wellbeing is a central outcome
FISO 2.0 names wellbeing and learning as the two central outcomes, with five core elements informing school planning.
FISO 2.0 policyEvidence of progress
Schools set annual goals and are expected to show evidence of progress against them.
Annual Implementation Plan policyStudent voice
The Attitudes to School Survey runs every year for Years 4 to 12.
Attitudes to School SurveySupport at every tier
The Schools Mental Health Menu has three tiers, from positive mental health promotion through to targeted support.
Menu tiers and categoriesA wellbeing leader with the right view
The Mental Health and Wellbeing Leader role builds staff capacity, sets up referral pathways, coordinates targeted support and champions student voice.
Department guidance on the roleThese are summaries of public Department pages, linked so you can read the source. They are not our interpretation of policy, and this webinar does not certify that a school meets any requirement.
By the time the numbers move, the change has been building for weeks
Schools do not lack data. Much of it is scattered, looks backwards, and sits in separate places.
What leaders see, and when
Illustrative only, not real student data. It shows the idea: belonging, engagement and readiness to learn can shift well before attendance, behaviour or results do.
- Early indicatorsBelonging, engagement and readiness to learn. Harder to see, and the first to shift.
- Lagging measuresAttendance, behaviour incidents and results. Easy to count, but they show what has already happened.
Data is scattered and looks backwards
Attendance, behaviour, results, wellbeing information and surveys sit in separate places and are viewed in isolation.
Concerns show up late
By the time attendance drops or an incident occurs, the underlying change may have been developing for weeks or months.
The annual survey is a snapshot
Student voice is heard once a year, not when things change. Leaders need to hear from students between surveys.
Staff time is short
Teachers and leaders are piecing information together across platforms, on top of everything else the week asks of them.
Unless a change is understood in context, met with a response that builds student capability, and followed through to a measurable outcome, earlier identification is just earlier reaction.
See earlier. Understand why. Act in time.
A simple loop your whole team can run through the year, and repeat.
See earlier
Spot changes in belonging, engagement and readiness to learn.
Understand why
Put student voice in context with what else is happening.
Act in time
Respond before a concern shows up in attendance or behaviour.
Measure impact
Check whether the support made a difference over time.
Improve continuously
Use what you learn to strengthen the next cycle.
The evidence pathway
Young people are more likely to attend, participate and learn when they feel connected, supported and ready to engage. Attendance cannot be addressed in isolation, so we start at the beginning of the chain.
One connected view of the whole child, without extra work for staff
Six things to take back to your team
The 2027 Whole-School Wellbeing Outcomes Checklist
A one-page list of what you are asked to show, and the questions to ask about each.
A plain-English view of five expectations
What the Department asks, in one line each, with links to the source.
Four problems that hide concerns until late
Spot them in your own school before they cost you weeks.
A simple loop to run all year
See earlier, understand why, act in time, measure impact.
Two Victorian schools, in their own words
Nichols Point and Inglewood Primary Schools, using approved quotes and case studies.
A short look at the platform
About four minutes on what students and staff see, plus the recording afterwards.
45 minutes, then live Q&A
Practical and built around the outcomes you have to hit. Not a platform tour.
Welcome
What you will leave with, and a quick poll on your biggest challenge going into 2027.
The outcomes you are asked to show
Five public expectations in plain English.
The problems in the way
Scattered, backward-looking data, concerns that build for weeks, the annual snapshot and staff time.
A practical way forward
See earlier, understand why, act in time, measure impact, and one connected view without extra work.
Two Victorian case studies
Nichols Point and Inglewood Primary Schools, in their own words.
A short look at the platform
Three moments: a student check-in, the connected view, and support and impact.
Next steps
Your outcomes checklist, the replay and how to book a conversation.
Live Q&A
Ask anything. We will finish early if the questions run out.
Two schools, in their own words
Ryan and Jayne will not be on the call. Marcus presents their existing case studies, and Ryan’s quotes below are his own words.
Ryan Doherty
Mental Health and Wellbeing Leader
Ryan is in his second year as Mental Health and Wellbeing Leader at Nichols Point, after five years as a classroom teacher at the same school. His challenge is the one many leaders describe: spotting Tier 1 concerns efficiently, without adding to teacher workload. These quotes are his own, from a recorded interview with Life Skills GO.
The constraint
We didn’t want to add more workload onto our teachers. They wanted to get the roll done in the morning and then get started with their day. Trying to throw in a 20 or 30 minute block before they even start just wasn’t going to be viable for us.
What it caught
It’s the ones that go under the radar. They weren’t necessarily kids displaying negative behaviours, or not getting their work done. It’s the ones with those real underlying issues. Being able to identify those and get to work early, before it became a tier two or tier three situation, has been really valuable for us.
What it gave teachers
For the teachers, it’s there in front of them. They’re not having to go around and speak to every student individually and ask how they’re feeling. They can just, after the roll’s been marked, quietly look at how the kids are doing, and if there’s a follow-up conversation that needs to happen, they can go and do it. It’s pretty time-saving.
Jayne Lawson
Classroom Teacher and Mental Health and Wellbeing Leader
A Life Skills GO partner school since 2024. Inglewood shows what a proactive, data-informed approach to wellbeing can look like in a small regional school with limited staff and resources.
Everyday practice
Daily check-ins as a normal part of the school day.
Emotional literacy
Building emotional literacy into a small school with limited staff and resources.
Alongside what you already do
How Life Skills GO sits alongside existing SWPBS and Berry Street practices.
Working with schools like yours
Government, Catholic and independent. Metro, regional and alternative settings. Life Skills GO is built to flex across all of them.
Built for the people who carry the plan
If you are leading wellbeing in 2027, this session is for you.
Principals
Set the direction and answer for the outcomes. Leave with a clear view of what to show.
Assistant principals
Lead the day-to-day work and need a system the team can actually run.
Mental Health and Wellbeing Leaders
Coordinate support and referral pathways, and need to see concerns sooner.
Wellbeing and leadership teams
Student support staff, learning leaders and anyone shaping wellbeing planning.
Want to see it in your school?
After the session, book a short conversation with Marcus to talk through what 2027 could look like for your team. No obligation.
Save my spot
Marcus Barr
Educational Partnerships Manager, Life Skills GO
Marcus works alongside schools across Australia to build whole-school wellbeing practices that last. Over the past two years he has partnered with school leaders, wellbeing teams and support staff, on site and remotely, guiding schools through National Check-In Week and Life Skills GO to strengthen early identification and drive school improvement.
His focus is making sure every child is seen, heard and supported, catching concerns before they become something much larger. Marcus keeps the session practical, and points to the Department’s own pages for planning requirements.
An Australian-built platform for seeing earlier
Life Skills GO is an evidence-led early identification, engagement, learning and school improvement platform, built with schools and shaped by the people who work with young people every day.
Built with schools
Nine years of co-design with more than 1,000 Australian schools, alongside teachers, leaders, psychologists, cognitive neuroscientists, students, families and researchers.
Grounded in evidence
Built on the science of learning and development and the pathway from Belonging to Engagement, Attendance, Attainment and Thriving.
Less work, not more
It connects the information you already have, automates insights and reporting, and puts the right information in front of the right people at the right time.
Assessed by Education Services Australia under the ST4S framework.
Listed on the Department’s ARC catalogue for Victorian government schools.
Listed on the national directory of quality school-based wellbeing programs.
Listed on the NSW Department of Education’s external programs catalogue.
Before you register
Is it free?
Yes. There is no cost and no obligation to do anything afterwards.
What if I cannot make it live?
Register anyway. A recording goes to everyone who registers, along with the outcomes checklist.
Is this only for Mental Health and Wellbeing Leaders?
No. It is designed for principals, assistant principals and Mental Health and Wellbeing Leaders, and anyone on your team who shapes wellbeing planning for 2027.
Is this a sales pitch?
It is hosted by Life Skills GO, so you will hear about our platform. The session is built around the outcomes you are asked to show and the problems in the way, with a short look at the platform near the end.
Can the Schools Mental Health Fund pay for Life Skills GO?
Life Skills GO is a platform rather than a program, and it is not listed on the Schools Mental Health Menu. We are happy to talk through your school’s options in a meeting.
How long is the session?
45 minutes, followed by up to 15 minutes of live Q&A. We finish early if the questions run out.
Start 2027 with a system you can see
Forty-five minutes, plus live Q&A. Free, and a recording goes to everyone who registers.
Life Skills GO is an Australian-built, evidence-led whole-school platform for early identification, engagement, learning and school improvement, built over nine years in partnership with more than 1,000 Australian schools.
Life Skills GO is an independent provider. It is not affiliated with or endorsed by the Victorian Department of Education. Descriptions of Department expectations link to public Department pages and are not our interpretation of policy. Life Skills GO is a platform and is not listed on the Schools Mental Health Menu.
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