‘Wellbeing’ is one of the five principles of middle High School
operations. Wellbeing is also highlighted in
the Australian National Curriculum.
The wellbeing of staff and students is a concern to schools because students
and staff with high subjective wellbeing will be more likely to ‘flourish” in
their respective roles and is used as a
principle across all year levels at the Gap State High.
There are many
definitions of wellbeing within the scientific literature. Wellbeing is most commonly used as a general
term, synonymous to welfare, referring to the condition of an individual or
group, for example their social, economic, psychological, spiritual or medical
state; high well-being means that, in some sense, the individual or group's
experience is positive, while low well-being is associated with negative
provides a deeper understanding of wellbeing.
Scientifically, wellbeing is regarded as being subjective in nature, and
is a person’s perception of the balance of positive and negative feelings in
their life. It is not only the absence
of negative experiences and feelings, but includes the presence of positive
experiences and feelings.
the construct of wellbeing with: “hedonic”
philosophy where wellbeing derives from positive feelings and emotions and the
absence of pain, and “Eudaimonic” philosophy
which posits that wellbeing derives from the actualisation of individual
potential and from fulfilling one’s ‘daimon’ or true nature. These philosophies have allowed researchers
to develop a workable model of the truer nature of wellbeing, where our
wellbeing exists on a spectrum from mentally languishing to flourishing. Languishing individuals have low subjective
wellbeing, challenged relationships, and poor functioning whereas flourishing
individuals feel good about their lives, have thriving relationships and