Webinar Replay Wellbeing in Schools: Discussion and Solutions
Addressing student wellbeing is a necessity. In fact, schools with effective wellbeing frameworks find improvements in students’ social skills, engagement and academic achievements. While most educators recognise the importance of student wellbeing, there is little understanding of what wellbeing consists of, how it can be taught in schools and how to measure and evaluate the effectiveness of wellbeing initiatives.
In schools that excel, there is a strategic and planned approach to develop whole-school wellbeing processes that support the wellbeing of all students so they can connect, thrive and learn. Our expert panelists will discuss their whole-school approaches and its benefits so every child can be supported and connect, thrive and learn.
In this webinar, recorded on Wednesday 28 July 2021, CEO and Founder Nikki Bonus invites Cheryl Edward, Senior Psychologist/Pastoral Care and Wellbeing Officer: Catholic Education (NT) and Lisa Franks, Assistant Principal at Kurrajong Public School (NSW), to discuss their whole-school approaches to wellbeing and its benefits so every child can be supported and connect, thrive and learn.
In this webinar, our experts will discuss:
- Their strategic and planned approaches to wellbeing
- What data they used to inform their strategic direction and evaluate outcomes contributing to the success of their wellbeing practices
- How to start measuring wellbeing effectively
- How Life Skills GO supports the teaching and measurement of wellbeing
About our experts:
Cheryl Edward is a psychologist currently working in the Northern Territory, supporting Inclusion Support Services and Pastoral Care and Wellbeing in Catholic Education, NT. She started as a School Counsellor with Katherine Group School, in the Department of Education, in 2010, working in 8 schools east of Katherine. By the time Cheryl moved to Catholic Education, NT in Term 2, 2017, she was working across what is known as the Big Rivers region, covering 28 schools and 4,000 students across 400,000 square km’s. Throughout her work over the past 12 years, she has seen the most difference when schools work with a trauma-informed lens, incorporating neuroscience with social emotional learning.