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    Case study: Centenary State High School Wellbeing Framework

    PESA Institutional Member, Centenary State High School (CSHS), developed a whole-school wellbeing framework, accompanied by ten videos, to understand and articulate the ‘why’ and ‘how’ of wellbeing at their school. The CSHS Wellbeing Framework serves as a shared whole school statement about wellbeing for all key stakeholders in the school community: staff, students, parents/carers and the extended community members.

    Author/ source: PESA

    Last updated: 10/09/2024

    Case study: Centenary State High School Wellbeing Framework

    The CSHS Wellbeing Framework serves as a shared whole school statement about wellbeing for all key stakeholders in the school community: staff, students, parents/carers and the extended community members.

    Aim of the Framework – Why?

    The foundation of the wellbeing framework is based on the CSHS moral purpose (values) which includes:

    1. building positive relationships (based on trust, respect, empahty and kindness)

    2. helping learners to flourish (feeling good and doing good using the PERMAH model)

    3. a sense of belonging

    It is inspired by the QLD Department Learning and Wellbeing Framework and strives to provide an inclusive and nurturing environment for all students so they can become resilient, life long learners who respond positively to their changing world and pursue their passions with confidence. 

    Higher levels of student wellbeing lead to improved social and emotional intelligence, more self-regulated behaviour and better academic outcomes.

    Wellbeing Framework visual

    Who?

    The framework states that “wellbeing is everyone’s business”. The various stakeholders of wellbeing at CSHS are:

    1. staff:

      •   higher staff wellbeing contributes to higher student wellbeing

      •   encouraged to attend professional development opportunities relating to wellbeing including PESA events and online PDs

    2. students: 

      •   focus on implementing with students not to students

      •   focus on providing voice for students to be active agents of their own wellbeing

    3. parents/ carers:

      •   important to communicate the framework and have support from the parent body who are role models to their children

      •   a strong partnership between school and home is vital to success of the student

      •   promote lifelong learning as adults for students to observe

    4. community:

      •   the interest and support of the wider community is valued and that the framework is respected and valued by extended community members so that students can reap the rewards beyond the school gates.

    Underpinning Methodologies – How?

    The aim of the framework is to enable all in the school community to flourish. Flourishing can be seen as a combination of ‘feeling good and doing good’. The ingredients to flourishing at CSHS include the focus of skills to strengthen relationships, build positive emotions, enhance resilience, promote mindfulness and encourage a healthy lifestyles. The key underpinning philosophies of the framework  include:

    • the PERMAH model

    • 24 VIA character strengths

    • neuroscience

    To learn more about the components of the framework, visit Centenary State High School's Wellbeing web page and watch the following videos describing how CSHS are embedding these important philosophies:

    • HG and PEEC (home group and positive education enhanced curriculum)

    • leadership

    • student support

    • curriculum and pedagogy

    • extra curricular activities

     

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