Student Wellbeing in Open-Plan Upscaled Learning Communities Including Gendered Effects

Abstract

In Australia, like most developed countries, educators are concerned about increasing adolescent mental health problems, self-harm, suicide, obesity, violence, poor levels of academic achievement, and associated low levels of social capital and community cohesion. This is the case particularly among lower socio-economic status (SES) groups. Schools are perceived as ideal sites to implement well being strategies as an educational aim, as research has identified a significant link between positive student well being and improved learning. This focus on schooling, while not denying the intractability of structural inequality, recognises the powerful role schools can play in creating safe, supportive relationships and learning spaces for young people. This chapter reports on the well being issues that formed the context for renewal and reform in the Bendigo Education Plan (BEP) schools. It outlines the recommendations of the BEP Steering Committee (2005) to improve student well being. Some of the school based attempts made over the past three years to address issues of well being are described and gendered outcomes arising from these changes are discussed. It also reports on new insights into the factors that impact on students' well being in open-plan settings. Quantitative data drawn from a multi-dimensional model of learning and well being in open plan settings and qualitative data from student and teacher interviews are used to explore attempts to improve well being. [Author extract, ed]