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Bishop, R., Ladwig, J., Berryman, M. (2013). The Centrality of relationships in for pedagogy: the Whanaungatanga thesis. American Educational Research Journal, 51 (1), 184-214.

Cocoradă, E., & Orzea, I. E. (2017). Relationships Between Wellbeing, Resilience and School Climate. Bulletin of the Transilvania University of Braşov Series VII, 10(59), 191-200.

Connell, R. (2013). Growing Up. In A. Welch, R. Connell, D. Hayes, N. Bagnall, D. Foley , M. Vickers, … H. Proctor  (Eds.), Education, Change and Society (3rd ed., pp. 16-31). South Melbourne: Oxford University Press.

Dreikurs, R., Grunwald, B. B., & Pepper, F. C. (1971). Maintaining sanity in the classroom: illustrated teaching techniques. New York: Harper & Row.

Education Services Australia. (2010). National Safe Schools Framework. Retrieved from https://docs.education.gov.au/system/files/doc/other/national_safe_schools_framework.pdf

Education Services Australia. (2018). Preventing bullying: Action. Retrieved from
https://www.studentwellbeinghub.edu.au/docs/default-source/peace-pack-flyer-(3-4-action)-pdf.pdf?sfvrsn=0

Emerson, L., Fear. J., Fox, S., & Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for the Family-School and Community Partnerships Bureau. Retrieved from https://www.aracy.org.au/

Fekkes, M., Pijpers, F. I. M., & Verloove-Vanhorick, P. S. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research, 20, 81–91.

Harris, M. A. (2018). The relationship between physical inactivity and mental wellbeing: Findings from a gamification-based community-wide physical activity intervention. Health Psychology Open, 1(1), 1–8. doi:10.1177/2055102917753853

Healthy Eating Advisory Service. (2016). Strategies to support a whole-school approach to healthy eating: Schools. Retrieved from http://heas.health.vic.gov.au/

Keddie, A. (2011). Chapter 2: Removing Barriers in Students’ Lives: An international perspective on issues of justice and cultural diversity. In Educating for Diversity and Social Justice  (pp 13-37). Taylor and Francis. Retrieved from https://ebookcentral.proquest.com/lib/unimelb/reader.action?docID=958249&ppg=21&tm=1499744700607

Kinsman, J. (2018, 19th March). Dewey and Inquiry Based Learning.  [University lecture]. University of Melbourne.

Mind Matters. (2018). Module 1.4: Relationships and Belonging. Retrieved from https://www.mindmatters.edu.au/docs/default-source/learning-module-documents/mm_module1_4-moduleoverview.pdf?sfvrsn=2

Rigby, K. (2003) Consequences of Bullying in Schools. The Canadian Journal of Psychiatry, 48(9), 583-590.

Rigby, K., & Johnson, K. (2016). The prevalence and effectiveness of anti-bullying strategies employed in Australian Schools. School of Education: University of South Australia.

Robinson, L., Segal, J., & Smith, M. (2018). The Mental Health Benefits of Exercise: The Exercise Prescription for Depression, Anxiety, and Stress. Retrieved from https://www.helpguide.org/

Spratt, J. (2017). Wellbeing, Equity and Education: A Critical Analysis of Policy Discourses of Wellbeing in Schools. Springer International Publishing AG: Aberdeen, UK.

State Government of Victoria. (2018). What is bullying? Retrieved from
https://www.education.vic.gov.au/about/programs/bullystoppers/Pages/what.aspx

Swafford, M., Bailey, S., & Beasley, K. (2014). Positive Learning Environments Enhance Student Achievement. Retrieved from https://www.acteonline.org

Ttofi, M., & Farrington, D. (2011). Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of Experimental Criminology 7(1), 27-56.

Woolfolk, A., & Margetts, K. (2016). Educational psychology (4ed.). Melbourne, Victoria: Pearson.

WHO (World Health Organization). (2001). Mental health: new understanding, new hope. The world health report. WHO: Geneva.

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Creating an environment knowing how to support the collective social and emotional wellbeing of the school, and that of your students’ is essential in providing a supportive learning environment (Reach Out Australia, 2018). However, promoting positive mental health strategies and open and inclusive classroom environments is an intrinsically complex task. There is no 'one size fits all' fix, particularly in diverse classrooms (Bamblett, 2012). While a host of initiatives involving student mental health sprouting up, ensuring the initiatives and programs are school wide as well as meaningful and authentic is particularly vital (Damon, 2015).

According to research into the ideal school for wellbeing, there are a number of factors that would lead to a better environment (Simmons, Graham & Thomas, 2015).
1) Improved pedagogy
2) Improved school environment
3) Improved relationships
4) Improved opportunities to have a say

Implementing such a framework is, in theory, an idea that would seamlessly fit most schools, however in reality the challenges are aplenty.

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There is a clear correlation between a student's mental health and an inclusive classroom, as well as connectedness, engagement and agency levels increasing (Damon, 2015). Developing relationships with peers and teachers are crucial for students to become more autonomous learners. The co-construction of teaching and learning between students and teachers, feedback and feedforward and interactive pedagogies is a very effective method in improving teacher-student relationships (Bishop, 2013, p. 195). This can be done through initiative and inquiry based assessments, self grading, learning about relevant and interesting materials and variation in assessment choices.

Mindmatters sets out in a module called 'Empowering students' that '[s]tudent empowerment means giving young people the opportunity to actively participate in school decisions that will shape their lives and the lives of their peers. Student empowerment is student-led, and will therefore look different in every school. When students have the right skills, support and environment, it’s amazing what they can produce.' As much as it might seem rather obvious, building classrooms that are interactive, with activities and assessment tasks that require students to collaborate, learn from each other and feel the trust in their peer group and teacher to take risks and show initiative should be actively encouraged to create resilient and self-confident teenagers.

Holdsworth’s (2000) ladder for student participation, which begins with students ‘speaking out’ and eventually progresses to shared decision making and implementation of action. This can involve the inclusion of student voices in matters regarding mental health and wellbeing, and having an opportunity to have input, or have a say (Simmons et al, 2015) in the building of a framework for the school they attend.

The strategy requires student and teacher buy in to create a democratically minded classroom (Damon, 2015). The strategy requires a cooling period for adjustment. However, the benefits of the creation of an inclusive classroom far outweighs the challenges in implementation. As laid out by Simmons (et al, 2015), recognition of individual and collective student voice correlates with the sense of being cared for, respected and valued.

In the following website, five examples of how student voice can be empowered are focused on.

https://www.edutopia.org/blog/five-strategies-more-voice-choice-students-rebecca-alber

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5 Ways to Give Your Students More Voice and Choice

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Teaching Strategy:  Pyramid of Interventions

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Teaching Strategy:  Pyramid of Interventions

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The tiers of interventions model is intended to be instated as a school wide strategy to implement framework to provide progressive levels of support (World Health Organisation, 2001) for students.

The model sets out three tiers as such:
1) Universal - (80-85%) school wide strategies for positive mental health across the entire school, regardless of whether they have faced mental health challenges
2) Targeted - (10-15%) Targeted interventions for at risk students. Often in small groups with the focus being promotion and prevention (see below).
3) Intensive (5%)

Within this public health model, a range of intervention services are provided and include:

Promotion: enhancing competencies; optimising positive mental health

Prevention: reducing risks; minimising mental health problems

Intensive, individualized: interventions provided to reduce the effects of a mental illness and restore mental health

While the framework presents a vitally important basis for intervention with students across the board, the implementation of the framework requires an all school rollout and buy-in. This approach requires specialisation and input from health professionals that might be beyond schools with regard to SES and financial boundaries, as well as limitation of teacher knowledge.

Research shows school programmes can sometimes be effective, school systems need to be strongly connected with each other in order to translate research evidence into sustained positive impacts (Carter-Davies, 2016). As Carter-Davies states in her conclusion, 'If efforts to support child well-being are connected with wider school visions then work on emotional health must be viewed as lying at the core of effective teaching and learning in the future.'

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How do these strategies align with the National Safe School’s Framework? 

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How do these strategies align with the National Safe School’s Framework? 

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Correlating with Simmons, Graham and Thomas' aforementioned research, the National Safe Schools enacted an Australian student wellbeing framework that invokes five key elements:
1) Leadership
2) Inclusion
3) Student Voice
4) Partnerships
5) Support Staff

The above strategies directly relate to element
6. Engagement, skill development and safe school curriculum
7.A focus on student wellbeing and student ownership (Education Services Australia, 2010).

Both strategies, although not fleshed out to a level required for implementation, hold important commonalities with the National Safe Schools Framework. Recognition and the development of warm positive relationships and classroom cultures, will inevitably lead to progress in both of the highlighted elements.

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A starting point for student wellbeing resources can be found here:

Also for modules and teacher advice and resources:
https://www.mindmatters.edu.au/

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This is the home page of the Student Wellbeing Hub. It supports the National Safe Schools Framework with resources aligned to the Australian Curriculum.

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Teacher Strategy: Prevention (Foundation - Year 8)

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Teacher Strategy: Prevention (Foundation - Year 8)

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In the younger years bullying prevention should be more focused around discipline. Strategies should include sending bullies to the principal, making bullies stay close to teachers during recess, depriving them of privileges and reorganising the school playground so all areas of the playground can be observed by teachers (Education Services Australia, 2018). Younger children do not have the same ability as older children to make rational decisions, therefore the emphasis is on discipline rather than asking students understand their actions (Ttofi, 2011).

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Bullying is repeated verbal, physical, social or psychological aggressive behaviour by a person or group directed towards a less powerful person or group that is intended to cause harm, distress or fear (State Government Victoria, 2018). This definition implies, a group or person being subjected to the aforementioned behaviour in a school environment will have their well being compromised. This is reinforced by evidence stating bullying can lead to the following four health conditions:
1) Low psychological well being
2) Poor social adjustment - dislike for being at school
3) Psychological distress - Suicidal thinking, anxiety
4) Physical unwellness (Rigby, 2003).
In light of the above, prevention of bullying should be central to any  school well being policy. Failing to accommodate for bullying in school policy, would ultimately mean a school is failing its students. This is reinforced by a meta analysis conducted by researchers in the USA, which found bullying decreased by 23% where effective school based anti-bullying programs were in place (Ttofi, 2011).

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How do these strategies align with the National Safe School’s Framework? 

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How do these strategies align with the National Safe School’s Framework? 

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The strategies noted, can in some way be implemented to fulfill the following elements as outlined in the National Safe School's Framework:
Element 3, highlights the need for procedures which enable school stakeholders to report and respond to bullying.
Element 4 calls for teacher training in the sphere of bullying.
Element 5 supports positive behaviour management.
Elements 6 and 7 highlight safe schools, student well being and student ownership. These elements can all be supported via bullying strategies noted in the above sections (Education Services 2010).
Teachers need to become aware of what these elements are and conceptualize and understand how they can be delivered in every day school life. However, they needed to be guided and funded by being provided with anti-bullying professional learning (Rigby, 2016).

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Anti-bullying tips can be found at:

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This is your place for information and resources to help create respectful and supportive teaching and learning communities that promote student safety and wellbeing.

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Positive relationships can have a profound effect on students, providing them with a sense of worth at a time when they are developing their own identity (Emerson et al 2012). Significantly, these relationships are characterised by the ability of a young person to embrace diversity and in turn have their own diversity embraced, whether gender, cultural heritage, sexuality, learning abilities or socio-economic background (Mind Matters, 2018). Such positive relationships  can be developed between:
• Teacher and student(s)
• Student to peer(s)
• Student to the wider school community

The following strategies focus on how positive relationships can be fostered in the classroom:

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Creating a genuine, positive relationship with your students is fundamental to any teaching practice, and must be founded on respect, where the student is seen not just as academic being, but a person with interests beyond the classroom (Connell, 2013).

The PIE acronym provides a simple checklist for a respectful teaching practice:

P – protect the dignity and integrity of your students at any cost. Protect them from other students, yourself and even themselves.

I – include them. Actively seek to invite students to participate. Figure out what makes them tick and include these perspectives in the classroom.

E – enhance. Seek to enhance their learning, sense of belonging and value through ongoing support.
(Kinsman, 2018)

Additional PD modules for authentic teacher  student relationships:

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Connectedness - the sense of caring for others and being cared for-is one of the most powerful protective factors in mental health, and forms the core of the MindMatters framework.

In school, we can develop connectedness by focusing on four areas:

relationships

belonging

inclusion

active participation.

While there is a lot of overlap between these areas, each also has its own distinct flavour and focus. By adopting certain strategies to improve your habits and by adopting policies across these four areas, schools can create a positive school community that helps each student fulfil their potential both academically and as whole human beings.

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Connectedness - the sense of caring for others and being cared for-is one of the most powerful protective factors in mental health, and forms the core of the MindMatters framework. In school, we can develop connectedness by focusing on four areas: relationships belonging inclusion active participation.

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Teaching Strategy: Establishing your classroom culture… together! 

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Teaching Strategy: Establishing your classroom culture… together! 

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At the start of the school year it is imperative to establish a classroom culture founded on respect for teachers and students (Dreikurs et al 1971). Woolfolk and Margetts (2016) highlight the importance of including your students within these conversations, so they can communicate how they would like to be treated within the classroom. Collaboratively developing this set of expectations encourages individual and group accountability and assists in generating a sense of belonging for students to their learning community. (Woolfolk & Margetts, 2016). Focus on using positive language that outlines what types of behaviours are encouraged and be sure to display these expectations visibly within the classroom  to encourage students to put them into practice when interacting with others (Woolfolk & Margetts, 2016).

Creative ways to establish classroom culture and expectations:

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Ten Activities for Establishing Classroom Rules | Lesson Plan

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Surprisingly, student-created rules are often much the same as rules a teacher might create.

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Due to the significant benefits on mental health (Harris, 2018), encouragement of students participation in sport should be imbedded into teaching practices. Asking how students' went in sporting events is also a fantastic way to get to know students and build positive student-teacher relationships (Cocoradă & Orzea, 2017). Additionally, sport team membership can increase students' sense of involvement with and belonging to the school community.

Schools can also promote exercise through inclusive initiatives such as Walk to School, which incentivises exercise by awarding prizes for participation.

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How do these strategies align with the National Safe School’s Framework? 

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How do these strategies align with the National Safe School’s Framework? 

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The above teaching strategies directly support Element 2: A Supportive and Connected School Culture that highlights the importance of respectful relationships for students and teachers (Education Services Australia, 2010). However, the Framework generalises that it is the responsibility of all to foster such relationships, missing a vital opportunity to define the role of the teacher in the education and promotion of positive social behaviour. Crucially, these strategies seek to explicitly address how a teacher can drive respectful relationships, and the foundational role that the classroom provides as the incubator for positive interactions (Connell, 2013).

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Teaching Strategy: Modelling Healthy Eating

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Teaching Strategy: Modelling Healthy Eating

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Rather than just explicitly teaching the importance of healthy eating, schools can model healthy eating behaviours and attitudes by:
- offering healthy canteen options
- teachers modelling healthy eating
- providing opportunities to grow fruits and vegetables in a school garden or prepare healthy food in class (Healthy Eating Advisory Service, 2016)

Promotion of positive body image through explicit education about eating disorders, including how to seek help, is also essential. This teaching can be supported by research and resources from the National Eating Disorders Collaboration:
https://www.nedc.com.au/research-and-resources

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> Teaching diversity: online tool for teachers:
https://teachingdiversity.org.au/

> Collection of lesson plans and classroom activities centred around positive relationships:

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Explore resources for educators, parents and students to promote wellbeing in school communities.

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The National Safe Schools Framework 2010 provides guidelines for Australian schools to develop their own student wellbeing policies for a safe and supportive school environment  (Education Services Australia, 2010). This focus on the emotional development of students represents a recent trend in educational policy; that the wellbeing of students extends beyond addressing their physical health needs (Cocorada & Orzea, 2017) and that wellbeing strategies can proactively create a positive school culture. Crucially, Fraser’s theory of social justice provides an additional theoretical lens to review school's approaches to wellbeing, for example does our school recognise and respect diversity (recognitive), do we provide opportunities for all students irrespective of economic status (redistributive) and do we foster autonomy, choice and voice for our students (representative) (Keddie, 2011)?

Guided by the principles of the National Safe Schools Framework, the following strategies address personal and collective student wellbeing; proactive approaches that aim to deliver on Fraser’s vision for a genuinely inclusive school environment (Education Services Australia, 2010; Keddie, 2011).

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Teaching Strategy: Incorporating Drug and Alcohol Awareness

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Teaching Strategy: Incorporating Drug and Alcohol Awareness

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An effective strategy, as advocated for by the within this DET supported Professional Learning podcast, is imbedding drug and alcohol safety into both everyday teaching practices and the curriculum:
https://www.studentwellbeinghub.edu.au/resources/detail?id=04244e22-d5c5-6d32-997d-ff0000a69c30#/

Drug and alcohol safety should also be taught explicitly. There are countless online resources that can guide teaching such as those released by Reach Out:

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Drinking alcohol is a big part of Australian culture, and it's probably something you'll try at least once in your life. Whether you're a first-time drinker or an experienced partier, it's important to know how to stay safe and keep the risks to a minimum. Read on for our tips and tricks.

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Drinking alcohol is a big part of Australian culture, and it's probably something you'll try at least once in your life. Whether you're a first-time drinker or an experienced partier, it's important to know how to stay safe and keep the risks to a minimum. Read on for our tips and tricks.

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Wellbeing can be defined in broad terms as the quality of a person's life. Within education, wellbeing is a relatively new concept that was once only thought of in terms of health, however is now intrinsically tied to students’ happiness, and how this equates to successful engagement and learning (Spratt, 2017; Cocoradă & Orzea, 2017). This happiness directly correlates to students' favourable perceptions of school, and consequential sense of belonging; founded on their relationships with teachers and peers (Cocoradă & Orzea, 2017).

This sheds light on how important wellbeing, both mental and physical, as well as the associated relationships and sense of belonging, truly are to students, and to their positive experience of school, and flourishing learning. It is therefore essential that policy-makers and education stakeholders understand the potential of student wellbeing support mechanisms in order to bring about positive change, as a positive force in learning and development, and in the creation of inclusive learning environments (Spratt, 2017; Swafford, Bailey & Beasley, 2014).

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National Safe Schools Framework 2010:

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How do these strategies align with the National Safe School’s Framework? 

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How do these strategies align with the National Safe School’s Framework? 

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Encouragement of exercise and modelling of healthy eating are supported under the National Safe Schools Framework, by Element 7.1, as "structures and strategies for enhancing student wellbeing", whilst teaching and curriculum incorporation of eating disorders information and drug and alcohol safety falls under Element 6.4, as "teaching of skills and understandings related to personal safety and protective behaviours" (Education Services Australia, 2010, p. 7). Whilst these areas of physical wellbeing are incorporated into the Framework, they are not explicitly stated, and come under wellbeing as a relatively new, umbrella term; a common flaw of generalist government policies (Cocoradă & Orzea, 2017). Regardless, these teaching strategies contribute to student wellbeing, in order to educate students and pave the way for genuine, open discussions on a range of issues, whilst also laying the foundations for positive teacher-student relationships within safe and inclusive learning environments (Swafford, Bailey & Beasley, 2014).

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Teacher Strategy: Student Centred and Parent Involvement (Years 9-12) 

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Teacher Strategy: Student Centred and Parent Involvement (Years 9-12) 

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From a higher secondary perspective (years 9-12), whole school programs have a greater impact than disciplinary methods. (Ttofi, 2011). With this in mind, teachers need to implement student centred strategies to make students themselves aware of the power they have to prevent bullying (Education Services Australia, 2018). Students at this age level have a superior cognitive ability and can make rational decisions about bullying in comparison to younger students (Ttofi, 2011). These student centred programs can be delivered across all disciplines, such as English, by including written assignments centred around bullying as part of a curriculum wide policy. Moreover, a school wide program of classes identifying what bullying is, the causes and the solutions should be implemented. The results of these surveys are then presented to the school in a formal presentation (Education Services Australia, 2018). Programs such as these, identify what students perceive as the most effective ways of reducing bullying. In essence, teachers are having real empathy for the student (Rigby, 2016).

Teachers need to include parents and families in school wide anti-bullying strategies. Evidence shows bullied children do not communicate their problem to anyone and parents or teachers rarely talk to bullies about their conduct (Fekkas, 2005). Ttofi's (2011) research suggests efforts to sensitise parents about bullying can have success. They call on schools to use teacher parent meetings and educational presentations to introduce bullying strategies to the wider school family.

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The physical wellbeing of students must also be taken into consideration. There is an intrinsic link between health and mental wellbeing, which can be directly correlated to students’ happiness and sense of belonging to the school community (Spratt, 2017).

Research confirms the positive association between physical activity and increased mental wellbeing (Harris, 2018). Studies also indicate the success of exercise in relieving stress and boosting physical and mental energy by releasing endorphins and encouraging neural growth; all significant benefits for students within the often high-pressure, school environment (Robinson, Segal & Smith, 2018).

Physical wellbeing also includes healthy eating, positive body image, and awareness about drugs and alcohol, as outlined in the following strategies.