Promoting Wellbeing: Resilience Framework for Children in Classroom

This presentation emphasizes the importance of supporting children's wellbeing and resilience in the classroom to prevent mental health problems. It highlights the NSW Department of Education's wellbeing framework, focusing on 'Connect,' 'Succeed,' and 'Thrive.' The presentation outlines strategies for teachers to create connectivity with students, maintain daily routines, and teach self-care, emphasizing the teacher's role in supporting children's ability to cope with challenges. It reflects on the teacher's responsibility to support wellbeing and resilience, adopting the NSW framework to promote emotional stability. The conclusion reinforces the importance of supporting children's welfare and stress-coping abilities, referencing relevant studies and the NSW framework document.

Supporting Wellbeing
and Resilience

INTRODUCTION
• Children welfare along with the stress coping ability are highly
essential in regards to preventing and reducing the severity of the
mental health problems in the students.
• The PPT will highlight the importance of supporting children well-
being and resilience in the classroom.

The NSW Department of Education’s well-being
framework
In accordance with the NSW department of education’s well-being framework the
support to the children in the classroom can be given within focusing over major
elements and those are-
• Connect
• Succeed
• Thrive (The well-being framework for schools, 2022).

Planning in relation of children well-being and
resilience in classroom
• The welfare and stress handling ability for children can be planned within using the major themes
of NSW department of education well-being framework.
• Connect
• In classroom, teacher is accountable for creating connectivity in the students. Thus, the teacher
must engage with children in such way that promotes trust among teacher and students
(Gunawardena, Merlo and Stevens, 2020).
• A daily routine must be maintained and importance of self-care must teach to the child. The major
strategy in this context is related to helping child while they perform their work.

Reflection
• As a teacher it is my responsibility that I must support
children well-being and resilience in the classroom so,
children can become able to adopt the challenges.
• I have a strong believe in the Well-being framework of
NSW education department.
• Therefore, I have adopted framework given by NSW in
order to support the child mental stability as it supports
the emotional stability of child (White and McCallum,
2020).

CONCLUSION
• The final conclusion that is being arrived is that, it is important to support the children welfare.
Also, the focus needs to be assured over the ability of facing stress in the children.

REFERENCES
• Gunawardena, H., Merlo, S. and Stevens, R., 2020. The preconditions to
flourishing: structural necessities for achieving well-being in schools. British
Journal of Educational Studies. 68(4). pp.425-442.
• White, M.A. and McCallum, F., 2020. Responding to teacher quality through an
evidence-informed wellbeing framework for initial teacher education. In Teacher
education in globalised times (pp. 115-137).
• The well-being framework for schools, 2022. [Online] (Accessed through) <
https://education.nsw.gov.au/content/dam/main-education/student-wellbeing/
whole-school-approach/Wellbeing_Framework_for_Schools.pdf >.