Boost whole-school wellbeing in 2025

Schools have a duty of care for both staff and students, which sets a legal mandate to support wellbeing at school.

Systematic wellbeing approaches make sense as part of a wider teaching and learning strategy, as student wellbeing is strongly linked to learning outcomes.

Student wellbeing is characterised by a few attributes, namely: satisfaction with school life, engagement with learning, and positive socioemotional behaviour. Unfortunately, New Zealand students and schools can struggle to maintain positive wellbeing. We have higher rates of bullying in schools than other countries, and one of the highest youth suicide rates.

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On the positive side, we know that wellbeing can be improved by certain evidence-informed practices in partnership with students themselves and their whānau and wider communities.

Research from the Wellbeing@Schools project found student wellbeing and aggression varied widely in New Zealand, and schools can make a difference by teaching wellbeing activities and implementing effective schoolwide actions. These interventions improve student wellbeing, which lowers the chance of aggressive behaviour at school.

Researchers found that some teaching practices were associated with student wellbeing. Teachers who gave students chances to talk about their concerns and practise wellbeing strategies generally saw higher levels of student wellbeing.

One emerging strategy for teaching wellbeing is mindfulness, the practice of focusing on being completely present in the moment. Research has shown that mindfulness can support emotional regulation and mental health. One meta-review of mindfulness interventions in school showed that the programmes were effective at improving mental health, especially during late adolescence.

Mindfulness practice can be incorporated into the school day or week at various points. Teachers may choose to incorporate a breathing exercise, a short meditation session or mindful movement and eating.

Explicitly teaching students emotional regulation and fostering positive classroom cultures can contribute to positive peer relationships and behaviours. New Zealand research has also shown that schoolwide policies can be effective at reducing aggressive behaviours and encouraging positive relationships. Examples of schoolwide actions that can decrease or deter bullying and aggressive behaviour included promoting a caring and inclusive community, staff modelling supportive and respectful behaviours, and sharing successes widely.

Most schools will have a range of policies in place to support wellbeing. Despite this, we know that schools experience a wide range of wellbeing outcomes both internally and externally. Measuring wellbeing is therefore a crucial first step to understanding how well existing policies are working, and to pinpoint what might be done to further lift whole-school wellbeing.

Measuring wellbeing usually involves surveying stakeholders like teaching staff, students and the community. It may also involve digging into existing data, for example how many recorded incidents of aggressive behaviour have occurred recently. School leaders and boards might wish to develop questionnaires to target certain areas of wellbeing. There are also ready-made surveys and resources to support improvement at your school or kura. 

Schools looking to further enhance their wellbeing practice can consult with external organisations and nonprofits that aim to uplift young people in Aotearoa.

What the experts offer

Tim O’Donovan, operations manager at Barnardos Aotearoa said the organisation collaborates with schools to help to create a proactive wellbeing culture, providing preventative mental health resources and offering confidential support for tamariki and rangatahi whenever they need someone to talk to.  

“The 0800 What’s Up helpline is crucial in ensuring that young people can reach out for help in a safe, judgment-free space. By working closely with schools, we ensure that students are aware of this service and feel encouraged to use it.

“Through partnerships with the Life Education Trust and OfficeMax, Barnardos amplifies the message of 0800 What’s Up, spreading awareness to both students and staff. We also provide a Social Worker in Schools service, where a dedicated social worker helps tamariki break down learning barriers so they can thrive. As part of this role, social workers also inform students about the 0800 What’s Up helpline, ensuring they know support is always available.”

By embedding these services within schools, Barnardos is fostering a supportive environment where students feel safe seeking help, said Mr O’Donovan.

“We aim to create a culture where mental health and wellbeing is prioritised, and young people know they are never alone in facing challenges. With these partnerships, we can ensure ongoing support for rangatahi and staff alike.”

Pause Breathe Smile Trust CEO, Natasha Rix, said: “It’s been a challenging time for schools. We’ve adapted to meet the changing needs of educators. We can deliver PLD online, over four one-hour sessions, and many of our resources are digital, including a new app. This supports kaiako to grow their knowledge and understanding of wellbeing easily, which is so important.”

Pause Breathe Smile (PBS) is funded by Southern Cross Healthcare meaning the free PLD has been provided to more than 500 primary and intermediate schools in Aotearoa, reaching more than 150,000 students (30 percent). Independent research by Mindquip in 2024 found that PBS-trained teachers report improvements in student wellbeing, behaviours and attitudes.

Twenty-one percent of aggregate wellbeing scores had moved above the baseline average, one year after implementing PBS. Students experienced sustained, extended improvement in flourishing (feeling good, functioning well most of the time), with decline in languishing. Further, children were significantly more self-motivated, perseverant, focused, and supportive after one year of PBS, and teachers were more inclined to feel satisfied or enjoy their work after delivering the programme.

“By training teachers in a mindfulness-based wellbeing approach, benefits are seen year on year, despite the upheavals in education” Ms Rix said.

SPARX is an innovative online tool developed by researchers from the University of Auckland and funded by Health NZ. Designed for young people aged 12 to 19, it uses cognitive behavioural therapy (CBT) to teach practical mental health skills in a fun, interactive format. SPARX can be played on a desktop computer or accessed as an app.

In collaboration with Hato Hone St John’s Whātuia te Waiora | Weaving Wellbeing programme, SPARX is reaching more schools, providing tools to build resilience and promote emotional wellbeing. Together, SPARX aims to empower young people with skills that are both therapeutic and practical for everyday challenges.

From Term 1, 2025, SPARX promotional kits will be available to help schools incorporate SPARX into their wellbeing programmes.

Te Rōpū Rongomau o Aotearoa/The Peace Foundation delivers innovative training in conflict resolution skills to kura (schools) throughout Aotearoa. A registered charity, the organisation has been a leader in peace education since 1975. The Peace Foundation is the only national organisation which offers peer mediation programmes for primary, intermediate and secondary schools which are contemporary and culturally responsive.

A tuakana-teina approach is used to foster respectful, safe relationships among peers. This whole school approach to constructive conflict resolution has a positive impact on school culture and reduces stress and workload for kaiako (teachers).

The Peace Foundation provides ākonga (learners) with pathways to develop their agency to lead and to do good in the school community.  Ākonga trained as peer mediators become ‘Ambassadors of Social Justice’ or ‘Peace Ambassadors’, modelling and promoting acceptance of diversity and the importance of kindness, fairness, empathy and respect for all. Peer mediation encourages ākonga to find non-violent solutions to their problems.

Students benefit from improved academic outcomes as ākonga feel safe, have enhanced mana and therefore are more ready to learn. Kaiako spend less time handling minor conflicts and more time on quality teaching. Your kura benefits from reduced bullying and therefore a safer school

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