The educators' guide to whole-school wellbeing : a practical guide to getting started, best-practice process and effective implementation / Denise M. Quinlan, Lucy C. Hone.

Introduction -- What do we mean by whole-school? -- Whole-school wellbeing is taught: The explicit curriculum -- Whole-school wellbeing is taught: The implicit curriculum -- Understanding change dynamics -- Building ownership -- Choosing a wellbeing model for your school -- Measurement and evaluation -- The sandpit phase -- Building an effective team -- Cultural responsiveness and wellbeing -- Promoting educator wellbeing -- Partnering with students -- Connecting with parents, caregivers and the wider community -- Promoting wellbeing through coaching in schools -- Lessons learned from a decade of wellbeing in education.

"The Educators’ Guide to Whole-school Wellbeing addresses challenges faced by schools wanting to improve wellbeing. While many schools globally now understand the need to promote and protect student wellbeing, they often find themselves stuck – not knowing where to start, what to prioritise, or how to implement whole-school change. This book fills that gap. This book provides companionship through rich stories from schools around the world that have created wellbeing practices that work for their schools. It guides educators through processes that help create individualised, contextualised school wellbeing plans. With chapters addressing ‘why wellbeing?’, ‘what is "whole school?"’, change dynamics, measurement, staff wellbeing, coaching, cultural responsiveness, and how to build buy-in, it is the first of its kind. Balancing research and practice for each topic with expert practitioner and researcher insights, this book gives schools access to best-practice guidance from around the world in a user-friendly format, designed for busy educators. What sets the authors apart from the many school wellbeing practitioners globally is their substantial experience working alongside diverse school groups. While many have experience in one school, few work across a multitude of very different schools and clusters, giving these practising academics a unique appreciation for effective, cross-context processes." -- Publisher