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    2026 PD Wrap Up: Co-designing a Student-Led Wellbeing Conference in the Middle Years

    Building on our Term 1 focus of cultivating a thriving community from day one, we welcomed Edward McInnes, Year 7 Wellbeing Leader at Scotch College, to hear about the pivotal role of student agency during the Middle Years. The session explored how fostering student agency empowers learners to move beyond passive participation, allowing them to actively shape their own experiences and contribute meaningfully to their school culture.

    Ed shared Scotch College’s innovative "Wellbeing Scientists" model, where students lead their own inquiry into personal and collective wellbeing. A standout highlight was their student-led Wellbeing Conference, a co-designed event where students present research and facilitate workshops for peers and families. By stepping into conference roles, students are empowered to take wellbeing from a classroom concept into a visible, lived practice that resonates across the entire school community.

    Author/Source: PESA and Ed McInnes, Scotch College.

    Last updated: 09/03/2026

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    2026 PD Wrap Up: Co-designing a Student-Led Wellbeing Conference in the Middle Years

    Why the Middle Years?

    The middle years represent a "second window" of neurological development nearly as significant as the first five years of life. This period of rapid biological and cognitive "overhaul" is a critical transition point where the foundations for adulthood are solidified. Because students are navigating the dual pressures of puberty and the shift to secondary schooling, their sense of wellbeing during these years becomes a primary determinant of their long-term academic engagement and social mobility.

    According to research (Redmond, et. al., 2016), several factors make this life stage uniquely significant:

    • Biological "Overhaul": Rapid brain and hormonal changes make this a peak period for cognitive shifts, which can create significant stress and feelings of insecurity.

    • Major Life Transitions: The shift to secondary school is a high-risk point for disengagement and academic decline.

    • Long-term Impact on Adulthood: Wellbeing during these years is a primary determinant of a student's future health, social engagement, and adult success.

    • Opportunity for Equity: Targeted support ensures that family circumstances or background do not unfairly dictate a young person's future achievements.

    For educators, this stage is a powerful opportunity to make a real difference. Focusing on student agency and wellbeing during this key development period helps tackle pressures like schoolwork stress or social exclusion before they become ongoing challenges. By supporting students in these years, we give them the tools and confidence to shape a meaningful life well beyond the classroom.

     

    Speaking the Same Language: Why Definition Matters

    Wellbeing is a term we use daily in education, yet it remains notoriously “conceptually muddy." Because it is so multifaceted, schools often struggle to translate idea into effective practices. Without a precise definition there is risk of inconsistency, where a student’s experience depends entirely on which teacher they happen to have (Barry et al., 2017).

    To move toward a true whole-school approach to wellbeing, a commitment from every stakeholder is needed. Without that shared clarity, it is difficult to navigate the sea of available programs and find a consensus on what actually onstitutes best practice (Svane et al., 2019).

    In the webinar, Ed shared Scotch Colleges definition for wellbeing, which was informed by the research paper, The challenge of defining wellbeing (Rachel Dodge · Annette P. Daly · Jan Huyton · Lalage D. Sanders, 2012).  This definition comes with clear visuals that wonderfully illustrate the need to balance resources and challenges to optimise psychological, social, academic and physical wellbeing.

     

    Screenshot 2026-07-21 135553

    Here are five reasons why establishing a common language for wellbeing is essential for school communities:

    1. Facilitating Fair and Valid Measurement
    Defining wellbeing makes tracking progress tangible. It allows us to use quantitative tools to monitor student needs accurately and ensure assessments are fair and valid (Dodge, et. al., 2012).

    2. Creating a Common Language
    A clear definition serves as the foundation for a holistic framework. It gives teachers, students, and parents a shared vocabulary to use across academic, social, and co-curricular contexts. When we all speak the same language, we can reinforce wellbeing messages in everyday moments, in every classroom. (Scholz et. al., 2024).

    3. Guiding Policy and Fiscal Responsibility
    A clear definition helps leaders choose evidence-based programs that work, rather than popular, stand-alone initiatives that yield inconsistent results. This ensures schools are fiscally prudent. (Laurens et al., 2022).

    4. Moving Toward Positive Functioning
    A precise definition helps us shift away from a deficit view (where wellbeing is merely the absence of illness) and toward a perspective of flourishing. For adolescents, this means focusing on connection, relationships, and understanding their own values.

    5. Tailoring to Context
    While a robust definition provides a universal framework, it also allows us to nuance our approach. Every student has a unique resource pool and faces different challenges. By defining our goals clearly, we move away from “one-size-fits-all” strategies that are often unrealistic and ineffective. (Scholz et. al., 2024).

     

    Co-designing a Student-Led Wellbeing Conference in the Middle Years

    Presented by Ed McInnes: Wellbeing Leader-Year 7, Scotch College, Adelaide.

    Empowering middle years students to research, lead, and share wellbeing with their community.

    Last updated: 09/03/2026

    Watch webinar
    Co-designing a Student-Led Wellbeing Conference in the Middle Years

    Practical Resources

    Ed kindly shared the follolwing resources to assist in encouraging student participation and reflection, workshop design materials and event run sheets.

    Scotch College Blueprint

    This guide synthesises insights shared by Ed McInnes in PESA’s Digital PD, ‘Inspiring Change: Co-Designing a Student-Led Wellbeing Conference in the Middle Years’, providing a scalable model for educators to transition from classroom-based wellbeing theory to a student-led culminating event tailored to their own unique school context.

    Download blueprint

    Ripple Reflection Chart

    This worksheet supports students to recognise the broader impact of their behaviour on the school community, visualised as ripples created by a drop in water (see 31:51 of the webinar).

    Download worksheet

    Workshop Design, Poster and Run Sheet Materials

    Download pack

    Scotch College Blueprint

    This guide synthesises insights shared by Ed McInnes in PESA’s Digital PD, ‘Inspiring Change: Co-Designing a Student-Led Wellbeing Conference in the Middle Years’, providing a scalable model for educators to transition from classroom-based wellbeing theory to a student-led culminating event tailored to their own unique school context.

    Download blueprint

    Ripple Reflection Chart

    This worksheet supports students to recognise the broader impact of their behaviour on the school community, visualised as ripples created by a drop in water (see 31:51 of the webinar).

    Download worksheet

    Workshop Design, Poster and Run Sheet Materials

    Download pack

    Referenced Research and Reports

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    Harnessing Collective Action to Sustain Wellbeing Initiatives in Learning Communities
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    Ending our Term 1 focus on ‘building wellbeing communities from day one’, we welcomed Dr Tan Chyuan-Chin (TC), Senior Lecturer in Wellbeing Science to explore a systems-informed approach to strengthening and sustaining wellbeing initiatives. In this session, Dr TC contrasted isolated, program-led approaches to wellbeing with whole-of-community, systems-aligned models to design learning communities that support wellbeing from the ground up. Dr TC introduced the Theory of Change model and the SyInC-ToC framework as practical tools for planning, implementing and evaluating sustainable change. Author/Source: PESA and Dr Tan Chyuan-Chin, Senior Lecturer in Wellbeing Science.
    Access Resource
    Co-designing a Student-Led Wellbeing Conference in the Middle Years
    Webinar/Video Online PD 2026
    Co-designing a Student-Led Wellbeing Conference in the Middle Years
    Presented by Ed McInnes: Wellbeing Leader-Year 7, Scotch College, Adelaide. Empowering middle years students to research, lead, and share wellbeing with their community.
    Access Resource
    2026 PD Wrap Up: Co-designing a Student-Led Wellbeing Conference in the Middle Years
    Article PD Wrap Up
    2026 PD Wrap Up: Co-designing a Student-Led Wellbeing Conference in the Middle Years
    Building on our Term 1 focus of cultivating a thriving community from day one, we welcomed Edward McInnes, Year 7 Wellbeing Leader at Scotch College, to hear about the pivotal role of student agency during the Middle Years. The session explored how fostering student agency empowers learners to move beyond passive participation, allowing them to actively shape their own experiences and contribute meaningfully to their school culture. Ed shared Scotch College’s innovative "Wellbeing Scientists" model, where students lead their own inquiry into personal and collective wellbeing. A standout highlight was their student-led Wellbeing Conference, a co-designed event where students present research and facilitate workshops for peers and families. By stepping into conference roles, students are empowered to take wellbeing from a classroom concept into a visible, lived practice that resonates across the entire school community. Author/Source: PESA and Ed McInnes, Scotch College.
    Access Resource
    The Scotch College Blueprint for developing a student-led wellbeing conference
    Guidelines
    The Scotch College Blueprint for developing a student-led wellbeing conference
    This guide synthesises insights shared by Ed McInnes in PESA’s Digital PD, ‘Inspiring Change: Co-Designing a Student-Led Wellbeing Conference in the Middle Years’, providing a scalable model for educators to transition from classroom-based wellbeing theory to a student-led culminating event tailored to their own unique school context. Author: PESA and Ed McInnes, Year 7 Wellbeing Leader
    Access Resource
    Ripple Reflection Chart
    Worksheet
    Ripple Reflection Chart
    This worksheet supports students to recognise the broader impact of their behaviour on the school community, visualised as ripples created by a drop in water. It is designed as a restorative practice tool, to be used by teachers in conversation with students to build awareness, reflection, and accountability. Author: Ed McInnes, Year 7 Wellbeing Leader
    Access Resource
    Curiosity Check and the Ask Approach
    Curiosity Check and the Ask Approach
    The Ask Approach is a framework from author Jeff Wetzler built on a simple premise: the insights we need most often already exist in the people around us, we just need to ask well. The five-step approach (curiosity, safety, quality questions, listening, reflection) offers practical tools for surfacing honest feedback and building trust, skills directly transferable to relational practice, staff culture, and leadership in schools and in the classroom. Author/ source: Ask Approach by Jeff Weltzer
    Website Display
    A Whole School Approach to Restorative Practices
    A Whole School Approach to Restorative Practices
    Presented by Michelle McKersey: Deputy Head of Secondary (Students), Moreton Bay College. Shifting from rules to relationships and from conflict to connection.
    Webinar/Video Online PD 2026
    2026 PD Wrap Up: A Whole School Approach to Restorative Practices
    2026 PD Wrap Up: A Whole School Approach to Restorative Practices
    Building on our Term 1 focus on creating a strong community from day one, we welcomed Michelle McKersey, Deputy Head of Secondary at Moreton Bay College to explore a whole‑school approach to restorative practice. In this session, Michelle contrasted restorative, relational approaches to behaviour with traditional punitive models and highlighted Collaborative Problem Solving (CPS) as a proactive, preventative strategy within a restorative framework. Author/Source: PESA and Michelle McKersey, Moreton Bay College.
    Article PD Wrap Up
    Harnessing Collective Action to Sustain Wellbeing Initiatives in Learning Communities
    Harnessing Collective Action to Sustain Wellbeing Initiatives in Learning Communities
    Presented by Dr Tan-Chyuan Chin, PhD: Senior Lecturer in Wellbeing Science, The University of Melbourne. Optimising collaborative community practices in an interconnected learning system.
    Webinar/Video 2026 Online PD
    2026 PD Wrap Up: Harnessing Collective Action to Sustain Wellbeing Initiatives in Learning Communities
    2026 PD Wrap Up: Harnessing Collective Action to Sustain Wellbeing Initiatives in Learning Communities
    Ending our Term 1 focus on ‘building wellbeing communities from day one’, we welcomed Dr Tan Chyuan-Chin (TC), Senior Lecturer in Wellbeing Science to explore a systems-informed approach to strengthening and sustaining wellbeing initiatives. In this session, Dr TC contrasted isolated, program-led approaches to wellbeing with whole-of-community, systems-aligned models to design learning communities that support wellbeing from the ground up. Dr TC introduced the Theory of Change model and the SyInC-ToC framework as practical tools for planning, implementing and evaluating sustainable change. Author/Source: PESA and Dr Tan Chyuan-Chin, Senior Lecturer in Wellbeing Science.
    Article PD Wrap Up
    Co-designing a Student-Led Wellbeing Conference in the Middle Years
    Co-designing a Student-Led Wellbeing Conference in the Middle Years
    Presented by Ed McInnes: Wellbeing Leader-Year 7, Scotch College, Adelaide. Empowering middle years students to research, lead, and share wellbeing with their community.
    Webinar/Video Online PD 2026
    2026 PD Wrap Up: Co-designing a Student-Led Wellbeing Conference in the Middle Years
    2026 PD Wrap Up: Co-designing a Student-Led Wellbeing Conference in the Middle Years
    Building on our Term 1 focus of cultivating a thriving community from day one, we welcomed Edward McInnes, Year 7 Wellbeing Leader at Scotch College, to hear about the pivotal role of student agency during the Middle Years. The session explored how fostering student agency empowers learners to move beyond passive participation, allowing them to actively shape their own experiences and contribute meaningfully to their school culture. Ed shared Scotch College’s innovative "Wellbeing Scientists" model, where students lead their own inquiry into personal and collective wellbeing. A standout highlight was their student-led Wellbeing Conference, a co-designed event where students present research and facilitate workshops for peers and families. By stepping into conference roles, students are empowered to take wellbeing from a classroom concept into a visible, lived practice that resonates across the entire school community. Author/Source: PESA and Ed McInnes, Scotch College.
    Article PD Wrap Up
    The Scotch College Blueprint for developing a student-led wellbeing conference
    The Scotch College Blueprint for developing a student-led wellbeing conference
    This guide synthesises insights shared by Ed McInnes in PESA’s Digital PD, ‘Inspiring Change: Co-Designing a Student-Led Wellbeing Conference in the Middle Years’, providing a scalable model for educators to transition from classroom-based wellbeing theory to a student-led culminating event tailored to their own unique school context. Author: PESA and Ed McInnes, Year 7 Wellbeing Leader
    Guidelines
    Ripple Reflection Chart
    Ripple Reflection Chart
    This worksheet supports students to recognise the broader impact of their behaviour on the school community, visualised as ripples created by a drop in water. It is designed as a restorative practice tool, to be used by teachers in conversation with students to build awareness, reflection, and accountability. Author: Ed McInnes, Year 7 Wellbeing Leader
    Worksheet
    Explore more resources >