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國際文件報導

學校的健康福祉(well-being)框架

學校的健康福祉(well-being)框架

國立臺灣師範大學健康促進與衛生教育學系研究生 李謝欣妤
國立臺灣師範大學健康促進與衛生教育學系學生 嚴浩文
專任助理 歐亭君

介紹
澳洲新南威爾士州教育和社區部(DEC) 致力兒童和青少年創造優質的學習機會，包括加強他們的認知、身體、社交、情感和精神發展。家長們將他們的孩子和青少年託付給校長、教師和教職員工，他們相信學校能實現這個目標。

在有利的學校環境中，學生產生連結感，促進身心發展。

CONNECT連結
  • 透過有意義的、具吸引力的和獎勵性的個人化學習經驗，學生能積極地與他們的學習聯繫起來。
  • 學生與彼此同學、他們的老師和社區保持正向和尊重的關係。
  • 學生感受到歸屬感和凝聚力，從而尊重多樣性和身份認同。
  • 學生們有自我意識並能調節自己的情緒和行為。學生擁有社交和情感技能，可以發展和維持正面的關係並參與利他行為。
  • 學生能與他們的文化、宗教或信仰背景產生連結。
  • 培育教職員工與學生建立安全、尊重和支持的專業關係，幫助學生充分發揮潛力。
  • 學校專注於透過關懷和正向的氛圍來建立個人和集體的健康福祉。
  • 家長和更廣大的學校社區參與幫助學生建立正向的關係。
SUCCEED成功
  • 學生在學習上取得成功。
  • 學生努力奮鬥，並達成有意義的目標。
  • 學生是自信而有彈性的學習者。他們有正向的自尊心，在學習中可以自我擴展並承擔風險。他們表現出自律和努力學習。
  • 為學生提供成功的機會，並以對學生有意義的方式慶祝他們的成功。
  • 學生發展強大的正向性格特質，並反映在他們的行為決策和人際關係上。
  • 教職員工透過讓學生個人化學習和支持學生達成目標來取得成功。
  • 教職員工為正向、支持性的和鼓勵性的的學習環境做出貢獻，使學生取得成就。
  • 家長和更廣大的學校社區積極參與，支持和加強學生的學習。
THRIVE
興盛
  • 學生的學習是在一個培養和發展選擇、成就、正向的人際關係，享受、成長、健康和安全的環境中進行。
  • 學生是自主、主動、懂得把握機會的。
  • 學生為其他學生的學習和學校社區做出更廣大的貢獻。
  • 學生有強烈的責任感和目的性。
  • 培養學生反思的技能，並積極塑造他們在倫理道德的前提下做出決定。
  • 學生得到認可及被稱讚。
  • 教職員工透過提供高品質的學習體驗，貢獻能讓學生茁壯成長的環境。
  • 學校對每位學生都寄予厚望。
  • 家長和更廣大的社區支持並實現每位學生的志向。
ENABLING
SCHOOL
ENVIRONMENT
支持性學校
環境
  • 學生得到認可、尊重和重視。
  • 讓學生在自我調節、自決及倫理道德的前提下，提供做決定和負責任的機會。
  • 與學生、教職員工、家庭、社區和其他組織建立合作夥伴關係，以支持和發展學生和學校社區。
  • 專業實踐受到重視，並致力於持續改進和學生健康福祉。
  • 資源能善用於滿足個人和集體學生的需求。
  • 學校環境是一個安全和健康的地方。
  • 諮詢和健康福祉服務為學校和社區提供必要的專業知識，以引導學生的成長和發展。
  • 學校提供有助於發展個人性格特質和正向團體動力的學習體驗。

健康福祉框架對學校意義
學校卓越與幸福感之間有著密切的聯繫。學校應將教與學以及健康福祉的發展視為並行、綜合、互補的過程。所有學校都需要具備融入這些健康福祉框架元素的規劃。
健康福祉框架的要素
教與學

  • 學校將在教與學中考慮有助於健康福祉的方面和要素。
  • 應為學生提供與其學習和發展階段相關的連結、成功和茁壯成長的機會。
  • 兒童或青少年對其自身健康福祉的主觀看法應被學校、同儕和家長認可，並作為有關兒童或青少年決策的重要衡量標準。
  • 整個學校透過促進身體健康與體位、社交技能和友誼、同理心和復原力、同儕支持和輔導、學生領導力、公民意識和社區參與，幫助學生個人和群體健康福祉的增進。

行為、紀律和品格教育

  • 每所學校都將實施全面的和包容性的策略，以創造一個有明確行為期望的環境。
  • 學校社區的所有成員都應始終如一地實施商定的策略，以創造正向的教與學環境。
  • 學校承認發展和塑造個人性格特質的重要性，並提供最大程度的個人成長機會。
  • 學生有責任成為積極的學習者，根據他們的年齡和理解程度進行自我調節。
  • 家長和照顧者在與學校合作時擔任重要角色，以培養孩子的理解力、技能和性格。
  • 教與學不會被課堂、操場和學校負責的活動中的不符合規範的行為而干擾。

學習和支援

  • 有明確學習需要的學生受益於個人化的學習和支持。
  • 原住民兒童和年輕人將擁有獨立的個人化學習途徑。
  • 有明確醫療保健需求的學生應具有個人化的醫療保健計劃。
  • 家長會被諮詢並參與制定計劃，以支持孩子的個人學習。
  • 根據需要對學習環境進行調整並記錄。
  • 評估學生的成就，為個人學習提供訊息。

專業實踐

  • 專業學習與學生、教師、學校和教育系統的需求相關。
  • 所有教職員工都應接受強制性培訓，以符合法律和政策要求。

有效的領導

  • 領導力體現在學校環境的各個層面。學生、教職員工和家長為學校的領導力和成就目標及優先事項做出貢獻。
  • 校長實施系統化管理，以滿足與學校環境中的健康福祉政策相關的責任。
  • 校長有效地利用學校和系統資源來支持所有學生的學習和健康福祉。

學校規劃

  • 健康福祉是學校卓越框架的一個要素，並透過學校規劃和學校自我評估來處理。
  • 健康福祉的自我評估包括學生的學習階段、環境因素以及健康福祉的影響和領域。
  • 學校使用質與量並重的證據來為學校的健康福祉規劃提供信息和指導。

在健康福祉方面成就學校的卓越

  • 學校制定了全面和綜合的策略，以支持學生在高品質的教與學前提下，提升認知、情感、社交、生理和精神的健康福祉。
  • 學生、教師和教職員工以及更廣大的學校社區成員對能提高健康福祉和改善學生學習的行為、態度和期望有著共同的理解。
  • 個人關心自己，並為他人和更廣大社區的健康福祉做出貢獻。
  • 有效的領導能引領並發展高效能的學校。
  • 各級別系統的資源和專業知識旨在滿足所有學生的健康福祉需求。
  • 高品質的教學和有效的專業實踐在每個學習環境中都是顯而易見的。
  • 教與學發生於懂得欣賞差異和多樣性，以及承認、尊重和回應身份和文化多元性的友善環境中。

結論
天生我材必有用。我們的經歷發展成我們的能力並塑造了我們的期望，這也影響了我們如何看待我們所生活的世界。
當個人有權控制親身經歷時，他們就會建立自己的復原力，進而為群體健康福祉和有包容性的社區做出正面的貢獻。
澳洲新南威爾士州公立學校致力於促進兒童和青少年的個人和群體健康福祉，為學生的成長和全面發展以及他們在學校內外的成功提供保障。
接受澳洲新南威爾士州公共教育中的兒童和青少年將領略到連結、包容性、對個性和差異的尊重、復原力、權能、為學校和更廣大社區做出貢獻的能力，以及積極塑造自己未來的自信。
兒童及青少年在澳洲新南威爾士州公立學校一起合作的優勢帶來的最終成果，是發展和促進健康福祉。

THE WELLBEING FRAMEWORK FOR SCHOOLS
Introduction
The NSW Department of Education and Communities (DEC) is committed to creating quality learning opportunities for children and young people. This includes strengthening their cognitive, physical, social, emotional and spiritual development. Parents entrust their children and young people to principals, teachers and school staff with confidence that schools will deliver on this agenda.

Connect, Succeed, Thrive in an enabling
school environment

CONNECT
  • Students are actively connected to their learning through meaningful, engaging and rewarding personalised learning experiences.
  • Students have positive and respectful relationships with each other, their teachers and the community.
  • Students experience a sense of belonging and connectedness that respects diversity and identity.
  • Students are self-aware and regulate their own emotions and behaviours. Students have the social and emotional skills to develop and maintain positive relationships and engage in pro-social behaviour.
  • Students are connected with their cultural, religious or spiritual backgrounds.
  • Staff nurture professional relationships with students which are safe, respectful and supportive, and which help students to reach their full potential.
  • The school is focused on building individual and collective wellbeing through a climate of care and positivity.
  • Parents and the broader school community actively participate in the school and in helping students to develop positive connections.
SUCCEED
 
  • Students are succeeding in their learning.
  • Students strive toward and achieve meaningful goals.
  • Students are confident and resilient learners. They have positive selfesteem, stretch themselves and take risks in their learning. They demonstrate self-discipline and effort toward their learning.
  • Students are provided opportunities to succeed and success is celebrated in a way that is meaningful to the student.
  • Students develop strong positive character traits that are reflected in their behaviour decision making and relationships.
  • Staff enable success by personalising student learning and supporting students to achieve.
  • Staff enable success by contributing to a positive, supportive and encouraging learning environment.
  • Parents and the broader school community actively participate in supporting and reinforcing student learning.
THRIVE
  • Student learning takes place in an environment which fosters and develops choice, accomplishment, positive relationships, enjoyment, growth, health and safety.
  • Students are self-directed, take initiative and grasp opportunity.
  • Students contribute to the learning of other students and to the school community more broadly.
  • Students have a strong sense of meaning and purpose.
  • Students develop the skills to reflect on and positively shape their behaviour in the context of ethical decision making.
  • Students are recognised and celebrated.
  • Staff contribute to environments which allow students to thrive by delivering high quality learning experiences.
  • The school has high expectations for every student.
  • Parents and the broader community support and enable the aspirations of every student.
ENABLING
SCHOOL
ENVIRONMENT
 
  • Students are recognised, respected and valued.
  • Students are provided with opportunities to exercise choice in the context of self-regulation, self-determination, ethical decision making and responsibility.
  • Collaborative partnerships are built with students, staff, families, communities and other organisations to support and develop students and school communities.
  • Professional practice is valued and there is a commitment to ongoing improvement and student wellbeing.
  • Resources are used to best meet individual and collective student need.
  • The school environment is a safe and healthy place to be.
  • Counselling and wellbeing services provide essential expertise to schools and communities to guide student growth and development.
  • Schools provide learning experiences that contribute to the development of individual character traits and positive group dynamics.

What does the Wellbeing Framework mean for schools?
There are strong links between school excellence and wellbeing. Schools should consider teaching and learning and the development of wellbeing as parallel, integrated, complementary processes.

All schools are required to have a planned approach to wellbeing in place that incorporates the elements of the Wellbeing Framework.

Elements of the Wellbeing Framework
Teaching and learning

  • Schools will consider aspects of and factors contributing to wellbeing in the delivery of teaching and learning.
  • Students should be provided with opportunities to connect, succeed and thrive that are relevant to their stages of learning and development.
  • The child or young person’s subjective view of their own wellbeing is recognised by schools, peers and parents as an important measure to inform decisions about the child or young person.
  • Whole school approaches to physical health and fitness, social skills and friendship, empathy and resilience, peer support and mentoring, student leadership, citizenship and community engagement contribute to the growth of individual and collective wellbeing.


Behaviour, discipline and character education

  • Every school will implement a comprehensive and inclusive strategy to create an environment with clearly defined behavioural expectations.
  • All members of the school community should consistently implement the agreed strategy to create a positive teaching and learning environment.
  • The school recognises the importance of developing and shaping the character of the individual and maximises opportunities for personal growth.
  • Students have responsibility to be active learners who exercise self-regulation appropriate to their age and level of understanding.
  • Parents and caregivers play an important role in working with the school to develop their child’s understandings, skills and character.
  • Teaching and learning is not disrupted by unacceptable behaviour in the classroom, on the playground and in activities for which the school is responsible.


Learning and support

  • Students with identified learning needs benefit from personalised learning and support.
  • Aboriginal children and young people will have an individual personalised learning pathway.
  • Students with identified healthcare needs have an individualised health care plan.
  • Parents are consulted and contribute to the planning to support their child’s individual learning.
  • Adjustments to the learning environment are made and documented as required.
  • Assessment of student achievement informs individual learning.


Professional practice

  • Professional learning is linked to the needs of the students, teachers, schools and the system.
  • All staff undertake mandatory training to comply with legislative and policy requirements.


Effective leadership

  •  Leadership is evidenced at every level of the school environment. Students, staff and parents contribute to the leadership of the school and to the achievement of its goals and priorities.
  • The principal implements systems to meet accountabilities relating to wellbeing policies in the school environment.
  • The principal effectively uses school and system resources to support the learning and wellbeing of all students.
  • School planning
  • Wellbeing is an element of the School Excellence Framework and is addressed through school planning and school self-evaluation.
  • A self-evaluation of wellbeing incorporates the stages of learning of the students, environmental factors and the influences and domains of wellbeing.
  • Schools use qualitative and quantitative evidence to inform and guide school planning for wellbeing

Achieving school excellence in wellbeing

  • The school has a comprehensive and integrated strategy in place to support the cognitive, emotional, social, physical, and spiritual wellbeing of students in a context of quality teaching and learning.
  • Students, teachers and staff, and members of the wider school community have a shared understanding of the behaviours, attitudes and expectations that enhance wellbeing and lead to improved student outcomes.
  • Individuals care for self, and contribute to the wellbeing of others and the wider community.
  • Effective leadership guides the development of a highly effective school.
  • The resources and expertise of the system at every level are targeted to meet the wellbeing needs of all students.
  • Quality teaching and effective professional practice are evident in every learning environment.
  • Teaching and learning occurs in environments that celebrate difference and diversity and recognise, respect and respond to identity and cultural background.

Conclusion
Everyone enters the world with potential. Our experiences develop our abilities and shape our expectations, which in turn colour our perceptions of the world in which we live.

When individuals are empowered to have control over lived experiences, they build their own resilience and in turn contribute positively to collective wellbeing and an inclusive community.

NSW Public Schools, in committing to and enabling individual and collective wellbeing of children and young people, importantly provide for the growth and holistic development of students and their success in school and beyond.

Children and young people in public education in NSW will experience a sense of connection, inclusion, respect for individuality and difference, resilience, empowerment, capacity to contribute to their school and wider community, and confidence to positively shape their own futures.

Developing and fostering wellbeing is the ultimate deliverable that comes with the privilege of working with children and young people in NSW public schools

參考文獻：

  1. NSW Department of Education and Communities(2015).The Wellbeing Framework for Schools. https://education.nsw.gov.au/
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