The Child and Student Wellbeing Strategy supports a universal approach to the wellbeing of all learners, recognising that for some learners additional support may be required to ensure they can engage in learning.
The Child and Student Wellbeing Strategy puts the child at the centre of our efforts to improve wellbeing and will help deliver better outcomes for all children and students. The Strategy supports a universal approach to wellbeing, while recognising that some learners, such as those impacted by trauma, may need additional support to engage in learning.
A funding model has been developed to identify and address need at a universal, targeted whole-of-school, and individual student level.
Under this initiative, 33 schools receive targeted funding over two years (2020 and 2021) to build capacity in their school to support students impacted by trauma.
These schools have implemented different approaches based on the specific needs of their student cohort, with all schools focusing on building long-term, sustainable, whole-school practices through targeted professional learning.
The principals of these schools regularly convene as a network to share best practice and different approaches.
These schools are measuring the impact of their work using a range of data sets including the annual Student Wellbeing Survey, behavioural data, attendance data, and suspension data. This information will be used to strengthen our system response to supporting our most vulnerable students to engage in learning.
Another component of the Model is providing individual support for students. Schools who have received funding to support individual students have reported on the beneficial impact upon their student’s wellbeing and engagement.
The Model’s universal component focuses on building system-wide capacity in trauma-informed practice. The Department’s Good Teaching Trauma Informed Practice guide is designed to equip schools and other education settings to better meet the needs of all learners who have experienced trauma, significant disruption and disadvantage.
The Tasmanian Government has committed to rolling-out professional development in trauma for all school leaders, teachers and teacher assistants, ensuring that they have the knowledge and skills to adapt teaching practices to support the learning of young people impacted by trauma. Priority for accessing these professional development programs will be given to graduate teachers and those in rural and regional schools.
The Back on Track pilot is focused on reconnecting with students and addressing their barriers to learning and engagement. Back on Track has been developed to support young people identified by the Department’s Youth Participation Database who are not enrolled with an approved education or training provider. It aims to locate, support and re-engage students in Year 11 and 12 or equivalent.
Back on Track staff can help with:
- Understanding what a young persons barriers to accessing learning might be
- Finding mental health services in their region
- Filling out forms or applications
- Finding food bank programs or housing in their region
- Working out a young persons strengths and interests
- Choosing an education or training program that is right for them
For more information please email email@example.com
Staying connected and checking in on the wellbeing of students is more important than ever. A new Wellbeing Check-in is now available for school staff to support the wellbeing of their students.
The Check-in is designed to assist school staff to understand the wellbeing of their students, particularly while they are learning at home. This is not a diagnostic mental health tool and is not intended to replace
The Wellbeing Check-in can be used to prompt discussion with a student who indicates they are feeling unhappy, tired, isolated or behind on their school work. It can be used daily or weekly and is not compulsory.
For more information on how the Wellbeing Check-in can be used in your school email firstname.lastname@example.org
To start using the Wellbeing Check-in at your school click here.
In January 2020, the Department appointed three Regional Sport Coordinators to support the Government’s commitment and goal of becoming the healthiest state by 2025.
As part of DoE’s Learning Services – Operations Team, our role is to provide support and advice to schools and colleges to facilitate increased and sustained participation in physical activity and sport among DoE students. We have identified the following three priorities:
- increasing physical activity and sport options for students
- improving access to current and future physical activity and sport opportunities by supporting schools and communities to break down key barriers preventing student participation
- supporting key transition periods for students to promote continued participation in physical activity and sport
By engaging and collaborating with DoE staff and local communities we aim to share information and resources, build knowledge networks and provide targeted support to facilitate improved student participation and engagement levels in physical activity and sport.
More information for schools can be found here.
Regional Sport Coordinators – contact
North – Rachael Stebbings:
North West – Nathan Dennis:
South – Sarah Mogridge: