Health Promoting Schools: Promoting hauora/ wellbeing
Mental wellbeing is one of the fundamental aspects of total wellbeing/ hauora. The foundation of wellbeing/ hauora is a positive school climate where all feel valued, actively participate, and respect and care for each other. In this environment a strong sense of pride and connectedness is fostered.
Much has been developed to support this important aspect of learning, since the Prime Minister’s Youth Mental Health Project launched in April 2012. The Education Review Office clearly states that “student wellbeing is not only an ethical and moral obligation for teachers, leaders and trustees but also a legal responsibility.” (Wellbeing for Success: a resource for schools)
Staff at Community and Public Health use a whole school approach to work in partnership with local schools. Community and Public Health staff involved in such partnerships aim to:
- promote wellbeing/ hauora for all students and staff;
- build on the existing strengths of each school;
- assist in the development of social and physical environments that promotes positive mental, emotional and social health and wellbeing; and
- support schools’ Health and Physical Education curriculum planned outcomes.
The Health Promoting Schools (HPS) process is used to achieve these results. Staff can also provide information and resources to other schools in Canterbury, South Canterbury and the West Coast on wellbeing/ hauora.
“There is no health without mental health.” – World Health Organisation.
Understanding hauora in our schools
The initial step in the HPS process is to assess the priority needs of the school relating to wellbeing /hauora. This information is used to develop a plan and implement strategies to make the school a better place to learn and work.
The key to successful change lies in a collaborative approach, where staff and students lead the process. Addressing the school ethos, utilising the curriculum and developing strong effective community linkages enables comprehensive structured changes to be made that are specific to the school. The evidence shows that this approach – along with time and commitment – leads to a positive shift in attitudes, knowledge and behaviour across the entire school culture.
Here are examples of how some schools addressed hauora issues:
- Strengthened the relationships and connections between all members of the school community.
- Developed personal skills (such as problem solving, conflict resolution), and helped young people to build resilience in the face of life challenges.
- Established core values that form the basis of the school’s culture and practices.
- Built links with the wider community.
- Targetted specific problem areas such as transition between schools, behavioural problems and bullying.
- Developed student voice, student agency and student leadership through annually run student health leadership forums.
- Developed strategic wellbeing goals as part of the school charter.
- Developed student-teacher managed HPS blogs focussing on wellbeing projects in their school.
Useful links to understand hauora in schools
Pastoral care in our schools
Community and Public Health believes in working from a wellness perspective, based on the understanding that young people are valuable and key members of the school community.
It is important to recognise there may be a need for additional mental health intervention within schools and the development of collaborative, effective relationships with external support services. These are seen as opportunities to develop strengths rather than viewed as a problem or deficit. These additional interventions are important in providing a complete overall approach to wellbeing/ hauora for the school, even if only a relatively small proportion of students may need such assistance.
The HPS process assists in establishing an environment where everyone feels physically, socially, emotionally and culturally safe; where they feel they belong and where personal skills and social support enable resilient responses to negative situations.
Schools are an ideal setting to develop a positive environment and build positive social and emotional wellbeing, since students and staff spend a large part of their day there. HPS can assist in the development of strategic planning based around the Wellbeing@School model.
Links to wellbeing models for schools
For more information, contact:
Ph: +64 3 378 6833
Contact Richard to give feedback on or ideas for this webpage.
Dimensions of Hauora/ Wellbeing
- Taha tinana – Physical wellbeing
- Taha hinengaro – Mental and emotional wellbeing
- Taha whānau – Social wellbeing
- Taha wairua – Spiritual wellbeing
The language of wellbeing: How is it expressed in the NZ Curriculum
Here are four excellent reads worth thinking about…
Neuroscientist Lisa Feldman Barrett says we can reduce suffering and increase well-being by more clearly identifying our feelings or by re-categorising them (Ideas.TED.com: 21st June 2018).
- How well do you – the educator – understand yourself and your emotions?
- Can you articulate your feelings and your emotional responses so that others can relate positively to you?
- As educators can we demonstrate this to learners?
- As an educator who are your learners?
What are the possible educative implications for promoting and developing key competencies and language programmes? Not just English but other languages represented in a class or school.
This book by Michael Absolum contains some useful information including in the learning-focused relationships model in Chapter 3 (pages 48 to 73) and also pages 44 to 46.
Extract from this article by Suzi Boss (Edutopia: 28th June 2018): “For the longest time, education has made the parent the primary stakeholder. When you put a child back front and center, they will shape the story,” said Sethi, reflecting on her own background as a design professional and the design thinking process she used to create the school. “Our children became our designers right off.”
This is reflected in the 2007 NZ Curriculum Statement’s Principles and Foundations of curriculum decision making (page 9): “These principles put students at the centre of teaching and learning asserting that they should experience a curriculum that engages and challenges them, is forward-looking and inclusive and affirms New Zealand’s unique identity.”
The language of advertising: Where does this fit with the 2007 NZ Curriculum, learning programmes and student wellbeing?
Mindset Development starting with the educator’s mindset before starting on the learner’s. Your mindset will be that of your learner.
Some starter questions for a staff discussion on this topic:
- Does this logic make sense to your practice in the classroom?
- What would you add to it?
- What would it look like if you were to change it?
- Is there anything missing – relating to your experience?
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Wellbeing and the NZ Curriculum
For additional information, contact:
0800 WHATSUP (0800 942 87 87)
1pm to 10pm weekdays, and 3pm to 10pm on weekends
0800 37 66 33
Free text to 234
0800 KIDSLINE (0800 54 37 54)
School-based Mental Health Service (Canterbury DHB)
Ph: +64 3 335 4611