Student wellbeing

Mental health and wellness is a spectrum, ranging from a state of wellness to significant ill health.

The World Health Organization defines health as a state of complete physical, mental, and social wellbeing, rather than merely the absence of disease or infirmity. An important implication of this definition is that mental health is more than just the absence of mental disorders or disabilities, but the presence of a state of holistic wellbeing and the ability to respond flexibly to challenges. 

Recent research from countries like New Zealand shows that fewer young people than ever rate their wellbeing and mental health as good. Teachers are an important part of supporting students with their wellbeing and mental health. Supportive relationships with teachers are associated with student wellbeing, and teachers may often be the first to notice signs of difficulty, such as changes in behaviour or academic performance. As trusted adults who know students well, teachers can also play an important role in bridging the gap to formal support.

Research consistently demonstrates that declines in mental health impact school performance, and that strong, trusting relationships with teachers are associated with student wellbeing. Research into the causes of mental health and wellbeing issues has identified common themes, including academic and other stress, and the challenges of navigating relationships and complex social dynamics.

Schools are essential both to promoting wellbeing and to a functional mental health response for students. Building strong, trusting relationships between teachers and students is one of the best  ways to promote wellbeing across the school. All schools should also have relevant policies and processes in place to ensure consistent resourcing for promoting wellbeing and mental health, and to set out appropriate responses when students experience challenges or distress.  Teachers should be alert to potential warning signs of possible mental health decline such as changes in behaviour or academic performance, as intervening early and supporting students is essential for their wellbeing. The earlier support is offered, the more likely schools and teachers are to have a positive impact on the student.

• How can I build strong, trusting relationships with students?
• What are my school’s policies on student mental health and wellbeing?
• Who can I talk to at my school for further support if I am concerned about a student’s wellbeing? What other resources are available?
• What are the relevant external services and agencies in my area?