Well-being and Resilience in School Settings

Abstract

Life for children and young people in the twenty-first century includes the usual developmental milestones as well as new challenges such as higher levels of family breakdown, less familial connection and loss of a sense of belonging to their local community as well as new issues like cybersafety. Natural and man-made disasters in many countries over the last decade also contribute to young people’s sense of vulnerability. These challenges have led the United Nations to recognise the importance of positive education. These contemporary challenges have also prompted a widespread global interest from Governments, policy makers and educators in how educational policy and school practices can help children and young people develop resilience and a sense of well-being. This chapter provides operational definitions for well-being and resilience that can guide educators working in school settings. Six evidence-based foundations of positive education that link school-based pedagogy and practices are outlined. These foundations are (i) strategies for teaching social-emotional competencies that include prosocial values, social skills, resilience skills, skills for managing strong emotions, and skills for self-management and self discipline; (ii) strategies for amplifying positive emotions; (iii) strategies for building positive relationships; (iv) using strengths-based approaches for both character and ability strengths; (v) helping young people achieve a sense of meaning and purpose and (vi) creating an optimal learning environment. Pedagogy and school practices that apply these foundations are explored and examples of Australian policies and programs that implement the foundations are provided with implications for cross-cultural implementation.