Well-being: What do our students think?

Student voice is important. Yes? In the end, it is our students who are experiencing first-hand what it feels like to be a learner at St Andrew’s College. When it comes to considering where we should change and grow- their perspectives matter.

Some of my greatest learning as a teacher has come from reflecting on feedback given by my students. They want connection, relevant curricular, inspiration, collaboration and autonomy.


Every year, our Years 7-10 students complete the NZCER Me and My School Survey. This provides us with important feedback about how students feel about their learning, and life at St Andrew’s College. The results are affirming. Overall, our students are engaged in their learning, they feel they are making progress and have respect for their teachers. They feel proud to be St Andrew’s collegians. Compared to the national reference sample our students are highly engaged-emotionally, cognitively and behaviorally. Well-being is alive and well.

A key focus in developing an effective well-being strategy has been to collaborate with our students. This means a willingness to listen to them, to share decision making, and to generate goals together. We want our young people to know that their perspectives are valued and that they can be agents of change, both in school, and beyond.

In the first year of our whole school well-being goal, we have connected with over 300 students from all year levels.

We’ve asked questions…

What makes the greatest difference for your well-being at school?
Friendships and effective and supportive teachers have been reoccurring themes. It’s about people.

What do you value about St Andrew’s College?
Opportunities, strong relationships, a sense of community and connection, unique traditions and culture. These are the important elements of our culture students believe we need to hold on to. Noted.

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Our middle school leaders and prefect team have used the appreciative inquiry approach to consider possibilities for organisational change related to well-being.  You can read more about David Cooperrider’s appreciative inquiry model here.

The appreciative inquiry process uses powerful and generative questions to bring about positive change.

What do you see are the most exciting possibilities for improving student well-being at St Andrew’s College?

If you could develop or transform student well-being in any way you wished, what three things would you do?

What would well-being at St Andrew’s look like in five years if our whole school goal was implemented effectively?

Through the process, students have emerged who have a passion for well-being, psychology and leading change. And now they are beginning to lead initiatives they are inspired about. They are getting the opportunity to think creatively and critically, and to express their values. It’s good stuff.

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Developing a well-being strategy at St Andrew’s College involves connecting with our strong Presbyterian traditions, consulting the research, as well as drawing on the expertise and experience of our staff. But throughout the process we will be taking on-board the diverse perspectives of our students.  This will ensure that change is relevant and applicable to our context, and that students are actively engaged and motivated by what is happening in their school.

Researchers appreciate the value of student voice. You might be interested in this globally significant project facilitated by the Yale Centre for Emotional Intelligence. Over 20,000 students were consulted about how they would like to feel at school. It’s an inspiring project driven by collaboration.


Cooperrider, D.L., & Whitney, D. (2005) Appreciative Inquiry: A Positive Revolution in Change. San Francisco. Berrett-Koehler Publishers. .

Czerniawski, G., & Kidd, G. (2011) The Student Voice Handbook: Bridging the Academic/Practitioner Divide. U.K. Emerald Group Publishing.

ERO (2016) Well-being for Success: A Resource for Schools. Wellington. Education Review Office.

Waters, L., & White, M. (2015). Case study of a school wellbeing initiative: Using appreciative inquiry to support positive change. International Journal of Wellbeing, 5(1), 1932




What is well-being?

At the beginning of 2017, St Andrew’s College established a whole school goal to focus on student and staff well-being. The past 10 years have seen growth in the field of Positive Psychology—the science of what makes people flourish in life. Psychological and neurological research has proven that it is possible to explicitly teach the skills of well-being. Over the next 5 years, St Andrew’s has prioritised responding to this research and our goal is to enhance our culture and curriculum by placing well-being at the heart of what we do.


We believe that staff and student well-being is at the core of a high performing school. Not only is it inextricably linked to academic achievement, but it is also a strong predictor of what we want most for our old collegians—long term life satisfaction and happiness.

What is well-being?

We hear the term a lot these days. This is a question we posed to our staff this year.

The first step in developing a well-being programme is establishing a shared understanding of this concept. It is a common misconception that well-being is about feeling positive emotion—being happy. This is not the case. Through history; key philosophers, religious leaders and psychologists have developed understandings of broader, more holistic approaches to understanding well-being.

The question of what makes a person flourish is nothing new. Far from it. In about 384 BC Aristotle developed the theory of eudaimonic happiness. Eudaimonia, the notion that true happiness in life is achieved through leading a virtuous life, is different from hedonic notions of well-being which focus purely on feeling positive emotions.

Martin Seligman is credited as the father of Positive Psychology. In 2011 he wrote the influential book Flourish: A Visionary New Understanding of Happiness and Wellbeing. In this book, Seligman offers a conceptual framework to help us understand well-being. And it is not all about being happy and stress free. Seligman sees that there are five building blocks needed to achieve a life of fulfilment. The elements are; Positive Emotion, Engagement, Relationships, Meaning and Accomplishment- PERMA. I recommend watching Seligman’s talk where he outlines the meaning of PERMA as an acronym.

We have decided to use the PERMA framework as our whole school definition for well-being. Alongside this, we have incorporated the importance of Vitality into our model. Research clearly provides evidence that healthy eating, adequate sleep and regular exercise are beneficial and necessary ingredients for overall well-being.


Our model for well-being: PERMA-V

Positive Emotions: Positive Emotions like happiness, joy, gratitude, love and awe help us to broaden our perspective, and build our resilience.

Engagement: When we use our strengths with the right level of challenge, we experience ‘flow’ or engagement.

Relationships: The cultivation of energising and supportive relationships significantly impact on our lives.

Meaning: Developing a sense that we are connected to something bigger than ourselves.

Accomplishment: The self-belief and ability to pursue and accomplish goals.

Vitality: Eating well, sleeping deeply and moving regularly.

Well-being professional development for teachers 

Professional development has focused on building staff fluency of PERMA-V. We believe staff need to live the theory before they teach and embed it with students. This has resulted in teachers setting PERMA-V well-being goals and tracking their progress throughout the term.  It is our intention that teachers understand that their small well-being habits will build resilience and coping strategies during times of short-term stress. During Term 3 we have had a weekly focus on a particular element of PERMA-V. Every staff member is collecting a ‘toolbox’ of PERMA-V cards which suggest strategies they could use to improve their overall well-being.

PERMA cards

Our well-being program will continue to focus on promoting the 6 elements of PERMA-V, in and outside the classroom.  Next year our focus will be on developing student understanding of
well-being as a multidimensional construct.

What makes you flourish in life? How could an understanding and reflection of PERMA-V assist in fostering your own well-being?


Kern, M.L, Waters, L.E, Adler, A, White, M.A. (2015) A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The Journal of Positive Psychology, 10 (3), 262-271.

Seligman, E.P. (2011) Flourish: a new understanding of happiness and well-being- and how to achieve them. London: Free Press.