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The PROSPER School Pathways for Student Wellbeing

Policy and Practices

  • Book
  • © 2016

Overview

Authors:
  1. Toni Noble

    1. Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia

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  2. Helen McGrath

    1. School of Education, Deakin University, Burwood, Australia

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    You can also search for this author in PubMed   Google Scholar

  • Outlines seven evidence-informed pathways to guide schools in promoting student wellbeing
  • Provides case studies and practical examples of the seven school pathways in action
  • Reviews guidelines for developing student wellbeing policy at the school, system, national or international level
  • Includes supplementary material: sn.pub/extras

Part of the book series: SpringerBriefs in Well-Being and Quality of Life Research (BRIEFSWELLBEING)

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Table of contents (3 chapters)

  1. Front Matter

    Pages i-vi
    Download chapter PDF

  2. Student Skills for Happiness and Wellbeing

    • Toni Noble, Helen McGrath
    Pages 1-23

  3. The Prosper Framework for Student Wellbeing

    • Toni Noble, Helen McGrath
    Pages 25-95

  4. Policy Development for Student Wellbeing

    • Toni Noble, Helen McGrath
    Pages 97-109
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Keywords

About this book

This brief defines student wellbeing and outlines seven evidence-informed pathways that schools can take to promote student wellbeing and  develop their school as an enabling institution. The acronym PROSPER is applied as an organizer for both the psychological elements of wellbeing and for these Positive Education pathways. These pathways focus on encouraging Positivity, building Relationships, facilitating Outcomes and a sense of competence, focusing on Strengths, fostering a sense of Purpose, enhancing Engagement and teaching Resilience. Each pathway draws on both the principles of positive psychology and the educational research  that identifies the impact of each pathway for student learning.  The benefits of a school-wide focus on student wellbeing for student engagement in learning and their success in school and in life are outlined.  Practical guidelines for the development and implementation of educational policy that has student wellbeing as its central focus are also provided.

Authors and Affiliations

  • Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia

    Toni Noble

  • School of Education, Deakin University, Burwood, Australia

    Helen McGrath

About the authors

Toni Noble is a leading educator and psychologist who works in the area of student wellbeing & the field of Positive Education. Toni is an adjunct professor at Australian Catholic University. Her co-authored three-volume K-8 school-based program, Bounce Back: A Wellbeing and Resilience Program was the first Positive Education program in the world and has won many awards including: The Australian Educational Publisher's Award for the Best Teacher Resource in 2011; the Scottish Perth-Kinross Council's Outstanding Community Project Award in 2010 ;and the Australian Psychological Society's Robin Winkler Award for Community Psychology in 2003. Bounce Back was the most popular whole school social-emotional learning program chosen by the Australian Mental Health initiative: KidsMatter in their 100 pilot schools. In 2010 the Victorian Education Department (DEECD) provided training for, and facilitated the implementation of Bounce Back in 46 schools as part of their Bushfire Psychosocial Recovery initiative.

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