Whole-School Wellbeing


Schools are central to wellbeing for both staff and students.

We know social contact and routine supports the wellbeing of all students and staff. When this is not physically possible, staying connected online and in other ways can bridge this gap.

At a time where more students, staff and families may be accessing teaching, learning and wellbeing online, schools will continue to prepare, engage, educate and respond to needs associated with learning from home. Resources and advice from the Office of the eSafety Commissioner are provided throughout each section.

Schools are encouraged to take a strengths-based and coordinated approach in line with their own school's ethos when engaging with resources and classroom discussions and when engaging with and utilising the resources provided on this portal.

Building social capital and developing a sense of connectedness through relationships continues to be important for online wellbeing. The initial focus for wellbeing is creating a sense of belonging and community with students in the class, tutor or wellbeing group.

Schools are encouraged to contact AISNSW Wellbeing consultant Nicky Sloss for advice in the area of Wellbeing using a learning from home model.

K-12 Wellbeing Considerations: Pre/Post return to on-campus learning

This webinar hosted by AISNSW Wellbeing consultants in October 2021 shares wellbeing approaches, considerations, resources and support for whole-school wellbeing when preparing for a return to on-campus learning. AISNSW Consultants share research and practical ideas for supporting students, staff and families. Resources that accompany the webinar recording can be accessed via this Portal (below). 

For more support, please contact wellbeing@aisnsw.edu.au.

Webinar: K-12 Wellbeing when learning at home

This webinar hosted by Wellbeing Consultant Nicky Sloss, involves panellists from diverse K-12 independent school contexts sharing approaches and strategies for whole-school wellbeing when moving to a learning from home environment. Wellbeing leaders share ideas for supporting students, staff and families as well as some initial thoughts looking towards a return to learning on-campus.

While this webinar took place in 2020 the messages and experiences related to wellbeing are still useful in 2021 as teachers and students learn from home.

Supporting Yourself

Resources in this section encourage school staff to support their own wellbeing and provide a range of resources to plan for a whole-school coordinated approach when supporting colleagues, students, parents and carers.

Protective Factors for Wellbeing

Protective factors are resources that support student resilience and maintain wellbeing. They relate to the student themselves, peer relationships, school setting and the broader community.

Pre/post Student Return

As many students gradually transition to learning on campus, schools will draw upon their existing approaches to wellbeing. Relationships are central to belonging and connectedness in the school environment and a sustained focus here will always support student wellbeing.

Recovery and Growth

Additional considerations for maintaining whole-school wellbeing approaches as well as ideas and activities supporting recovery and growth are included in these resources.

A Whole-school Approach to Online Safety

At a time where more students, staff and families may be accessing teaching, learning and wellbeing online, schools will continue to prepare, engage, educate and respond to needs associated with learning from home for a whole-school approach to online safety education. 


​​​​​​​​Australian Psychological Society
Headspace Weathering the Storm
Harvard Graduate School of Education



Supporting Students

Schools are encouraged to take a strengths-based and coordinated approach in line with their own schools’ ethos when engaging with resources and classroom discussions.

Building social capital and developing a sense of connectedness through relationships continues to be important for online wellbeing. The initial focus for wellbeing is creating a sense of belonging and community with students in the class, tutor or wellbeing group.

Ongoing exposure to media related COVID-19 information can be stressful. The national mental health and wellbeing organisation Beyond Blue suggests the importance of discussing COVID-19 news and events in an open and honest way with children and young people. Information and resources from reliable sources are most appropriate as well as listening to and acknowledging student questions.

As part of a whole-school approach to wellbeing, schools are encouraged to link with Personal Development, Health and Physical Education (PDHPE) staff and resources in the Pedagogy section of this Portal.

All schools - whether learning at home or on campus know that students need wellbeing needs met before they can learn. Learnings from UK and Victoria shows that extended learning from home means students and staff benefit from a renewed wellbeing focus at this time.

Year 12 Wellbeing infographic

Adding to existing internal wellbeing approaches will support Year 12 students in their final year at school.

Supporting Senior Students' Wellbeing in 2021 and Beyond: engage with these effective wellbeing tips to support your senior students, especially in times of unprecedented change.


The Institute of Positive Psychology



Students with Diverse Needs 

These resources for use with students with diverse needs are designed to be used in preparation for, immediately after and when recovering from an emergency. Schools are encouraged to take a strengths-based and coordinated approach in line with their own schools’ ethos when engaging with resources and classroom discussions.




Supporting Parents and Carers

Resources in this section will enable school staff to build capacity and understanding when supporting parents and carers with students at school impacted by emergencies.

Supporting K-6 and 7-12 Road Safety Education (RSE) as students return to on-campus learning

Sharing these messages with teacher, parents and carers can support a whole-school approach to Road Safety Education. By following road safety habits and driving practices, families send positive messages to their children and help them learn to be responsible for their own safety.


Independent Schools Victoria