Education (Student Wellbeing)
This course will be discontinued in 2018. Students interested in this area of study are encouraged to consider the new Master of Education with a Student Wellbeing specialisation.
The Master of Education (Student Wellbeing) will build your capacity to create positive school communities that promote the wellbeing of all students and contribute to their academic success.
As a teacher, you know how closely your students’ learning is linked to their social and emotional wellbeing. In this course you will acquire the knowledge and skills to help students manage challenges and flourish.
- A four-year education degree, or equivalent, or
- An undergraduate degree in any discipline and at least 50 credit points, or equivalent, of graduate study in education.
Applicants without a relevant degree but with at least 6 years relevant work experience are encouraged to provide a CV with their application to be considered.
All students must meet English language requirements.
Please note that this course will not provide you with registration to teach in Australia.
- 2 years part-time (recommended), or 1 year full-time
- 100 points of coursework, comprising:
- 6 x core 12.5 point subjects
- 1 x negotiated 25 point project.
For detailed course and subject information, see the University Handbook: Master of Education (Student Wellbeing).
This course will prepare you to take a leading role in designing, implementing and evaluating student wellbeing policy, programs and practices, whether you work in the primary, secondary or tertiary education sector.
You will examine the research supporting current approaches to student wellbeing in educational contexts.
As well as learning counselling skills for educational settings, this course will enhance your skills to:
- work effectively in groups and teams
- promote collaborative and constructive approaches to managing conflict
- develop strong school, home and community partnerships
- lead and advocate change for student wellbeing.
You will also undertake a negotiated project in the area of student wellbeing.
How to apply
The University of Melbourne accepts online applications year-round from both domestic and international applicants. International applicants can apply online or in person through our overseas representatives.
Start year intake, 2018
Round 1 closes: 31 October 2017
Round 2 closes: 15 December 2017
Round 1 closes: 31 July 2017
Round 2 closes: 15 December 2017
* Dates only apply for courses which are available to international students.
Prepare your application
You may be required to provide the following supporting documentation with your application:
- previous academic transcripts
- evidence of degree completion (testamur)
- evidence of English language proficiency.
It's also worth checking the advanced standing policy (PDF, 209 KB) to see if you are eligible to receive credit towards your chosen course.
Submit an online course application directly to the University of Melbourne.
- If you are a current or past University of Melbourne student or applicant, use your existing student ID/username and password. Registering as a first time applicant will delay the processing of your application.
- Only submit one application per course with your preferred fee type and study load (full-time or part-time) if applicable.
- Commonwealth Supported Places (CSP) are limited and are not available for all courses. Eligible applicants who cannot be offered a CSP will automatically be considered for an Australian Fee Place.
Application outcomes will be sent to your nominated email address or overseas representative.
Applicants are able to check the progress of their application by logging in to the online course application page.
On-campus at Parkville, in either:
- weekend mode (offered every year)
- evening/weekend mode (subject to numbers).
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Learn more about financial support.
This course has improved my knowledge across various aspects of student wellbeing including student, community and parent engagement, leadership styles and counselling. What really stood out was the importance of listening - in the past I would have perhaps jumped too early to try and problem solve for the student, where now I listen and allow the student to come up with the solutions themselves.
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