Student Wellbeing Action Partnership
Contact Catholic Education Office / University of MelbourneMichael Elliott
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.
The project had two main agendas:
- to gain a perspective on changing policy conceptualizations of Australian curriculum (knowledge/ student/academic/vocational) over the decades from 1975 to 2005; and
- 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 summarised under the following headings
- Can Photo-Stories Create Positive Staff and Whole-School Morale? An Action Research Project [930kb]
- The Richness of Service
- Festival for Healthy Living: The experiences of two schools
- Student Wellbeing Drama Festival 2009
- COHR Running Club
- Celebrating Inclusion in Catholic School Communities
- Student Wellbeing Drama Festival – Primary School Winners
- Grief and Bereavement – with Chris Hall
- Introducing Restorative Practices – interviews
- Values Education - Examples of three approaches
Teaching and Learning
- Addressing the social and emotional learning needs of Sudanese students [Pdf]
- The missing piece of the puzzle : Social and Emotional Learning in the Mathematics classroom (Summary)[Pdf]
- "Listen... I have feelings": Social and Emotional Learning in Mathematics (Summary)[Pdf]
- Developing cultural literacy and democratic efficacy in Year 9 English [Pdf]
- Developing cultural literacy and democratic efficacy in Year 9 English (Summary) [Pdf]
- 'Think like a kid': Engaging teachers to engage students [Pdf]
- Changing pedagogy and school culture through professional learning (Summary)[Pdf]
- Enhancing the Wellbeing and Engagement of Boys – An interview with John Coshan
- Hey Dad, Let's Read – An interview with Scott Bowman, St Patrick's School, Geelong West, Vodcast
- Reading with My Dad – An interview with Fiona Hannagan, Vodcast
- An Attempt to Address The Gender Bias in Academic Achievement for Male and Female Students in Year 8 [PDF, 90kb] – Action Research Project
- Drug Education – Action research project [Pdf, 1mb]
- We Don't Like Cricket, We Love It!
Professor Field Rickards
Dean of Education, University of Melbourne
Director, Catholic Education Office Melbourne
Catholic Education Office / University of Melbourne
Senior Lecturer, University of Melbourne
Senior Lecturer, University of Melbourne
Team Leader Student Wellbeing Unit, Catholic Education Office Melbourne
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).
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.
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.
- Promoting student connectedness : using peer support during transition and beyond (85kb PDF)
Catholic sector secondary / 501-750 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
Note: All papers above have been prepared for partial fulfillment of the Master of Education (Student Wellbeing) or Postgraduate Diploma in Educational Studies (Student Welfare) courses at the Melbourne Graduate School of Education, University of Melbourne. The papers have been written in accordance with the ethical standards of confidentiality and anonymity of the persons and organisations involved and has been further modified for online use. The purpose of this paper is to provide educators with general information and examples of implementing change in issues related to student wellbeing and does not necessarily represent the views of CEOM or the University of Melbourne. CEOM and the University of Melbourne do not accept liability for inaccuracies, misrepresentations, omissions or errors in information referenced in the paper or the citations. CEOM and the University of Melbourne gratefully acknowledge the authors for making the research available for public use.
- CIV Community Indicators Victoria
- Cultural Development Network
- Centre for Multicultural Youth
- The Centre for RelationaLearning
- Foundation House
- International Federation of Arts Councils and Culture Agencies
- Arts Victoria
- Australian Catholic University
- Catholic Education Office Melbourne
- Catholic Education Victoria Network (CEVN)
- Learning Centred Schools : A Sacred Landscape (CEOM)
- University of Melbourne (Melbourne Graduate School of Education)
- Victorian Curriculum and Assessment Authority
Government Departments and initiatives
- Commonwealth Department of Education, Employment and Workplace Relations
- Resilience Education and Drug Information
- Values Education
- Victorian Government Department of Education and Early Childhood Development