Why Wellbeing and Resiliency Programs Fail

For many schools, the focus has been on competitive achievement and marks, however something seems to be amiss. While some excel under that paradigm of success at school, many don’t.

To improve students’ school experience, wellbeing and resiliency programs are rolled out, but without change to the foundations and context of the school community, these programs often fail.

“Both student and teacher wellbeing are struggling right now for a variety of reasons. For example, the overuse of technology in classrooms, the constant presence of social media in everyone’s lives, the mis-fired positive education movement that has layered wellbeing programs on top of inequitable contexts, controlling approaches to behaviour, and the ongoing impact of Covid and climate change have all contributed to increased anxiety, depression and stress in our school communities,” says Dr Helen Street.

“The majority of schools currently have inequitable practices, stressed staff and a competitive focus. This means that only a minority thrive.”

Dr Street sees the Contextual Wellbeing model, a systems-based approach to supporting equitable education, youth wellbeing and self-determination, as a way of addressing the haves and have nots situation in schools.

The Contextual Wellbeing model divides the school social context into four distinct domains: People (e.g. staff and students); physical space (e.g. classroom set-up, outdoor spaces); policies and practice (e.g. homework policy, behavioural management practices) and social norms (e.g. whether or not to trust others, how to treat others).

The model recognises that schools are social systems so all members of the social context of the school are social beings, shaped by their community. People struggle in an unhealthy school, no matter how much wellbeing and resiliency teaching they are given.

“Contextual Wellbeing is not an additional ‘thing’ to add alongside our desire to support high academic outcomes. Rather it provides a foundation for a thriving school community in which social, emotional and academic outcomes will be the best they can be.

“A student needs to feel belonging, to have engagement in their learning, and a sense of their growing competency socially, emotionally and academically, if they are to thrive. Contextual Wellbeing is a philosophy and a framework in which each student and staff member can have these core needs met in an equitable and inclusive way. The more that Contextual Wellbeing grows in a school, the better every individual achieves all of their goals,” Dr Street says.

It is not so much about introducing Contextual Wellbeing as it is about building it within the unique context of every classroom.

“I propose that teachers first seek to understand how well each student’s core needs are being met in the classroom, and then build on what works to build overall success.”

During teacher training there is only limited attention paid to understanding self-determination, autonomous motivation and engagement, and what it means to have Contextual Wellbeing in the context of school.

“There are a number of graduate education courses that discuss Contextual Wellbeing as an important framework, but I strongly believe all educators and schools would benefit if they learned about Contextual Wellbeing as a foundation to good teaching practice,” Dr Street says.

Contextual Wellbeing has been applied successfully in many school systems around the world.

“I have had the privilege and pleasure of working with schools in Australia and internationally, especially in SE Asia and Europe, to support the ongoing development of Contextual Wellbeing. Each and every time, I have seen great things happening. Most significantly, I have seen the development of more cohesive and engaged learning communities.

“I would like to see a shift to considering Contextual Wellbeing as a means to building each unique school context with appreciative systemic development. I would like to see an increased understanding of wellbeing as being the glue that joins every element of our lives together, creating connection, community and shared culture for all. In this, I would like to see a more considered approach to technology, a clearer vision for inclusion and equity, a better understanding and support of motivation and engagement, and a more compassionate approach to anxiety and stress.”

Implementing these ideas requires a shift and Dr Street’s new book ‘The Impossible Question of Living Well’, explores concept of change and how an understanding and acceptance of change can help us to embrace the best of our lives, while also helping us to move through tough times.

“I firmly believe that we need to focus on the concept of change as a vital foundation of our ongoing development and social identity. Increased understanding of change means understanding that everything changes in life, and that change is essential, incredible and not to be feared.

“I am excited to have had so many people read the book and be inspired in their own quest to live life well. I recommend the book to anyone who is interested in how they might better understand life success, is jaded with ideas of a relentless pursuit of happiness, or is keen to find support in dealing with adversity and loss.”

Dr Street will be running two-day in-depth Positive Schools workshops in four states in October and November this year. For more see positiveschools.com.au and Dr Street’s books, the newly released ‘The Impossible Question of Living Well - how do we hold onto what matters while also knowing how to let go’, and ‘Contextual Wellbeing - creating schools from the inside out’, both published by Wise Solutions.