With effective planning, the results of your SEW surveys can support you to improve the social and emotional wellbeing of students across your school.
This article covers the following topics. More detailed information can be found in the document linked at the bottom of the page.
- How can schools support optimal social and emotional wellbeing?
- Improving student social-emotional wellbeing and achievement outcomes
- Supporting documents
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How can schools support optimal social and emotional wellbeing?
The results from the ACER Social and Emotional Wellbeing Survey show that young people who have the highest levels of social and emotional wellbeing are supported at school to develop their abilities to control their worries, describe their feelings, and solve problems without fighting.
Students at the optimal level of wellbeing agree very strongly that their school teaches them how to make friends, respect others’ feelings, cope with stress, and be confident, persistent and organised. These students say they have opportunities to discuss and act on ideas to make their schools better and safer. Additionally, they surround themselves with peers who behave well and work very hard.
School experiences are clearly very important in developing the social and emotional wellbeing of young people. Students depend on positive relationships with teachers and peers, and high teacher expectations for achievement and behaviour. They flourish when given opportunities to be involved in activities that accommodate their interests, and when given a voice in the making of school rules and planning activities. The healthiest students have teachers who deliberately and effectively develop students’ resilience and interpersonal skills.
Improving student social-emotional wellbeing and achievement outcomes
The Social-Emotional Wellbeing Surveys and the Social-Emotional Wellbeing Surveys School Report are designed to provide school communities with information they can use to develop policies, plans and strategies to improve the social-emotional wellbeing of students. There are two basic ways school communities can use the data contained in this report:
Informal Approach
A group of interested and responsible parties discuss the implications of the results of the survey for their students and school community.
Formal Approach
A group of interested and responsible parties use a model of organisational planning and problem solving to guide their efforts at developing a plan of actions that will be successfully implemented and produce a positive impact on students’ achievement and social-emotional wellbeing.