Student Wellbeing Action Partnership

About

SWAP (Student Wellbeing Action Partnership) promotes robust and evidence-based discussion connected to student wellbeing with a focus on Victorian primary and secondary schools. It is part of the partnership between the Catholic Education Office Melbourne and the Melbourne Graduate School of Education, a partnership which celebrates its 15th anniversary in 2014.

Field Rickards

Dean of Education, University of Melbourne

Field Rickards Dean of Education, University of Melbourne

The Melbourne Graduate School of Education has been privileged to collaborate with the Catholic Education Office Melbourne in an innovative training and research partnership to build the capacity of teachers and schools in the area of student wellbeing. Since 1999 over 800 teachers have been sponsored to undertake the School's postgraduate courses in student wellbeing and the two organisations have collaborated in three Australian Research Council Linkage Research projects in the area of student wellbeing. The Student Welfare Wellbeing Action Partnership (SWAP) website reflects the University's commitment to partnerships and knowledge transfer and will provide a further exciting opportunity to promote the wellbeing of young people in our schools by sharing the benefits of research, teaching and learning with the wider educational community.


Stephen Elder

Director, Catholic Education Office Melbourne

Stephen Elder Director, Catholic Education Office Melbourne

The Student Wellbeing Unit of CEOM seeks to support and empower school communities in the promotion of wellbeing of students in Catholic schools. Informed by research, the central aim of the Student Wellbeing Unit is to strategically build capacity and confidence in teachers and school leaders to implement whole-school approaches to student wellbeing with a focus on school improvement and family engagement in learning. Student wellbeing is set within a framework of a strategic whole-school approach, the promotion of student resilience and the primary prevention and early intervention model. The Catholic Education Office Melbourne welcomes this opportunity to extend our partnership with the University of Melbourne in this important area.

Approaches for Teachers

The project had two main agendas:

  1. to gain a perspective on changing policy conceptualizations of Australian curriculum (knowledge/ student/academic/vocational) over the decades from 1975 to 2005; and
  2. to gain a perspective on state differences in values and approach in these decades prior to the formation of the National Curriculum Board.

It aimed to produce resources that other scholars and students might access that brought together the story of these decades across Australia; and it aimed to develop an interpretive account of the significance of its findings for the field of curriculum.

The project findings are summarized under the following headings

School Environment

Teaching and Learning

Completed Research

2004-06 Enhancing Relationships in School Communities (ERIS): A Program to Promote Creative and Constructive Conflict Resolution Skills through Sustained Professional Development

Collaborative Research Team: Elizabeth Freeman, Professor Eleanor Wertheim (La Trobe University), Professor Ann Sanson; Australian Psychological Society - Psychologists for Peace Interest Group)

Project Manager: Margot Trinder
Funding: The Scanlon Foundation, Morawetz Social Justice Fund

The aim of this collaborative project was to enhance the capacity of primary schools to develop productive conflict handling and relationship-building processes in the schools (including in the area of cultural diversity) and to teach children how to handle conflict constructively. ERIS Phase 2: Enhancing Relationships in School Communities (ERIS) commenced mid 2007.

Visit the ERIS website

Download the ERIS summary report (176kb PDF)

2000-2002 Australian Research Council Strategic Partnerships with Industry Grant
The Effectiveness of Student Welfare Professional Development as a Strategy for Whole School Student Welfare, Health Promotion and Suicide Prevention

Chief Investigator: Professor Johanna Wyn
Collaborating Partner: Catholic Education Office Melbourne

Elizabeth Freeman and Desma Strong from the Melbourne Graduate School of Education's Student Wellbeing team collaborated with staff Youth Research Centre and the Catholic Education Office in a three-year longitudinal research study to investigate the impact of systemic credentialed professional development in student welfare on teacher participants and their schools at the whole school level.

Cahill, H. Shaw, G. Wyn, J., & Smith, G with Freeman, E. Strong, D. Huggins, D. Mary Tobin, M., & Montgomery, J. (August 2004). Translating caring into action: An evaluation of the Victorian Catholic Education student welfare professional development initiative.

Australian Youth Research Centre Research Report No. 26 (1.1mb PDF)

Action Research Projects in Student Wellbeing

As part of the Master of Education (Student Wellbeing), and its forerunner, the Postgraduate Diploma in Education Studies (Student Welfare), at the University of Melbourne, participating teachers have been undertaking action research projects in their schools in areas such as student wellbeing policy, anti-bullying policy and programs, behaviour management, social and emotional learning; drug education, home-school partnerships, transition, peer connectedness, student leadership and staff wellbeing. Action Research – Example projects are available for reading (below).

Supervision

Student Wellbeing staff have supervised research in the areas of the role of the school in promoting wellbeing, student wellbeing policy, programs and practice, organisation of welfare in schools, the teacher's role in wellbeing, the teacher-student relationship, school-community partnerships, conflict management in education, bullying, disability and cross-cultural issues.

Action Research

From theory to practice

The intention of studies in student wellbeing at the University of Melbourne is to prepare graduates to successfully facilitate projects to promote wellbeing in their schools. In the fourth semester of the course teachers undertake action research projects in their schools applying the knowledge and skills that they have learned in their studies. These projects are tailored to the specific needs of each teacher's school. The teachers engage in a collaborative process using action research to develop, implement and evaluate student wellbeing related improvement. To support each other, teachers pair with fellow students from other schools to provide mutual peer consultancy. The projects provide the opportunity for teachers to reflect on outcomes and to test knowledge and skills about the change and improvement process in the complex world of schools. They enable teachers to enhance their capacity to act as a resource persons in their schools. Importantly the projects have direct and tangible outcomes for schools as the examples on the SWAP website will demonstrate. What begins as a project for study may become the vehicle for a sustained improvement process in schools.

The missing piece of the puzzle: Social and Emotional Learning in the Mathematics classroom (Summary)[Pdf]
Catholic sector secondary / 1000+ students

"Listen... I have feelings": Social and Emotional Learning in Mathematics (Summary) [Pdf]
Catholic sector primary / 250-500 students

Developing cultural literacy and democratic efficacy in Year 9 English [Pdf]
Independent sector K-12 / 750-1000 students

Developing cultural literacy and democratic efficacy in Year 9 English (Summary) [Pdf]
Independent sector K-12 / 750-1000 students

'Think like a kid': Engaging teachers to engage students [Pdf]
Catholic sector primary / 250-500 students

Changing pedagogy and school culture through professional learning (Summary) [Pdf]
Catholic sector primary / under 250 students

Can Photo-Stories Create Positive Staff and Whole-School Morale? An Action Research Project [Pdf]
Catholic sector P-12 / 500-750 student

Promoting student connectedness : using peer support during transition and beyond (85kb PDF)
Catholic sector secondary / 501-750 students

Addressing the gender bias in academic achievement for male and female students in year 8 (90kb PDF)
Independent sector P-12 / 1000+ students

Beginning the journey towards becoming a School as Core Social Centre (SACSC) (50kb PDF)
Catholic sector primary / 100-250 students

Breaking Ground: First Steps in Restorative Practices (136kb PDF)
Catholic sector Secondary / 501-750 students

Implementing Restorative Practices - Changing a Personal and School Culture (100kb PDF)
Government sector primary / 251-500 students

Drug Education [88kb, PDF]
Catholic sector primary / 251-500 students

Investigating the implementation of restorative justice practices through circle time (60kb PDF)
Catholic sector secondary / 501-750 students

Study Student Wellbeing

Identifying Key Curriculum Documents

A central intent of the project was to examine the agendas influencing curriculum policy at each of these mid-decade points: 1975, 1985, 1995 and 2005. One of the ways we have sought to illuminate this has been to identify key documents that capture something of the curriculum culture in each state. Lists of major reports and policy documents were compiled and sent to experts in each state for feedback on their significance. A small number of documents for each state produced in the years leading up to these mid-decade points were then selected.

A total of 65 documents across the six states were identified as key curriculum documents and summaries were produced for each period and document. Although this represents only a fraction of the total number of education reports and policy documents produced across Australia over four decades, it does provide something of a snapshot of curriculum concerns across the states and over time. We have found this material to be a useful for getting a sense of curriculum change across the Australian states and are making the summary material available here as a resource for others.

To access the lists of documents selected, click on the links above for each state. Overviews of the documents for each period by state may then be accessed by clicking on the links under each year and from there more detailed summaries of the individual documents may be accessed by clicking on the links under each overview. A table of the selected documents by year and state is also available.

As with other parts of the project, in compiling this material we recognise the difficulties in examining state differences, not the least of which is the different forms that curriculum policy documents take and the multiple influences that come to bear on the development of curriculum. Nevertheless, we do hope that this material will be useful for others.

We thank all those who assisted with our selection through providing invaluable feedback and recommendations. We also acknowledge the work done by Katie Wright, Glenn Savage, Sean Byrne and Chinh Nguyen in developing and finalising the lists and summaries.

Master of Education

Reflections from recent graduates

Students who completed the Master of Education (Student Wellbeing) at the University of Melbourne in 2009 have celebrated this accomplishment at the graduation ceremony on Saturday 20 March 2010. This 7-minute video features six of the graduates reflecting on the way the course has enhanced their professional approach to student wellbeing and the difference is making to their students and school community.

Watch video

CECV sponsorship

The Catholic Education Commission of Victoria sponsors teachers and school leaders from Victorian Catholic primary and secondary schools to complete the Master of Education (Student Wellbeing) at the University of Melbourne. For more information and to apply to sponsorship visit ‘Sponsorship Support’ in the IPLS section of the CEVN (Catholic Education Victoria Network) website.

Resources

Publications

Calendar

29 May 2014

Student Wellbeing Drama Festival (Geelong Performing Arts Centre)

3 June 2014

Arts, Learning and Wellbeing (CEOM professional learning activity)

4 June 2014

Board Chair Network - Primary (CEOM professional learning activity)

10 June 2014

Student Wellbeing Drama Festival (Frankston Arts Centre)

12 June 2014

Student Wellbeing Drama Festival (Clocktower Centre)

17 June 2014

Creative Connections - Project School Feedback Session (CEOM professional learning activity)

18 June 2014

Board Chair Network - Secondary (CEOM professional learning activity)

23 June 2014

Student Wellbeing Drama Festival (Whitehorse Centre)

24 June 2014

Student Wellbeing Drama Festival (Whitehorse Centre)

25 June 2014

Student Wellbeing Drama Festival (Whitehorse Centre)

25 June 2014

Parish-Primary School Education Board New Members (CEOM professional learning activity)

26 June 2014

Student Wellbeing Drama Festival (Clocktower Centre)

23 July 2014

Briefing - Master of Education (Student Wellbeing) (CEOM professional learning activity)

31 July 2014

Partnerships for Learning - Learning and Teaching (CEOM professional learning activity)

5 August 2014

Wellbeing and Learning- It's Not Rocket Science (CEOM professional learning activity)

14 August 2014

Everyday is Transition Day (CEOM professional learning activity)

20 August 2014

Board Chair Network - Primary (CEOM professional learning activity)

21 August 2014

Educating for Resilience (CEOM professional learning activity)

27 August 2014

Parish-Primary School Education Board New Members (CEOM professional learning activity)

28 August 2014

Restorative Practices Advanced Skills Training (CEOM professional learning activity)

3 September 2013

Board Chair Network - Secondary (CEOM professional learning activity)

9 October 2014

Student Wellbeing Leaders (Day 2 - All Regions) (CEOM professional learning activity)

21 October 2014

Creative Connections & Community Arts = Learning Communities (CEOM professional learning activity)

23 October 2014

Promoting Family School Partnerships (CEOM professional learning activity)

23 October 2014

Responding to a Critical Incident (CEOM professional learning activity)

29 October 2014

Board Chair Network - Primary (CEOM professional learning activity)

29 October 2014

Social Emotional Learning (North & West) (CEOM professional learning activity)

31 October 2014

Social Emotional Learning (South & East) (CEOM professional learning activity)

11 November 2014

Board Chair Network - Secondary (CEOM professional learning activity)

13 November 2014

Partnerships for Learning - School Change (CEOM professional learning activity)

20 & 21 November

Restorative Practices in Catholic School Communities 2015 Cohort (CEOM professional learning activity)

Links