We are moving beyond an age defined by achievement and effort alone, to one that also gets to grips with engagement, identity and wellbeing - Professor Andy Hargreaves, The Sydney Morning Herald Schools Summit, Feb 2021
The COVID-19 pandemic – and the added stress and uncertainty it has placed on Australian families and students – has shed light on the gravity and immediacy of student wellbeing challenges and the interconnectedness of wellbeing and learning. Recent findings of the Royal Commission into Victoria’s Mental Health System have also provided further impetus to recognising schools as priority settings for supporting and promoting mental health and wellbeing.
Effectively responding to these challenges requires evidence that reliably measures the things that matter; evidence that can inform policy responses, drive resource allocation and enable monitoring and evaluation of the issue and our progress in tackling it. With this in mind, here are four critical considerations for designing and applying system-level data to monitor and respond to student wellbeing needs.