20170510 8731

“Stable well-being is when individuals have the psychological, social and physical resources they need to meet a particular psychological, social and/or physical challenge.”

(Dodge, Daly, Huyton, Sanders, 2012).

The WWG operates as an Advisory Group to the Head of Pastoral Care

The Well-Being Working Group’s role will include:
• Liaison with staff – gathering and disseminating information on well-being. Informal networks and formal meetings will be used to gather and share information.
• Agree King’s priorities for development of well-being at the College, in consultation with SLT, and identify best approaches and models for development of well-being at King’s
• Identify potential collaborations across the College to enhance and develop existing work on well-being. This group should work to break down silos, and share information across the College.
• Create a plan for King’s approach to supporting wellbeing that utilises the information gathered from staff at wellbeing workshops in April 2015.

The Six Key Realms of the WWG:

1. Staff Well-Being
Ensuring staff well-being is central to effective teaching and learning. A culture that encourages healthy personal and collegial practices sees reduced absenteeism or presenteeism, stronger connection and sharing between colleagues, support during high pressure times of the term, and systems to support better work/life balance.

2. Mentoring Programme
A sound mentoring programme sees strong, respectful relationships between mentor and mentee. Students develop a sense of connection and belonging, and staff provide meaningful personal advice and encouragement to those in their care.

3. Student Voice
Open-mindedness and quality thinking enhance autonomy. Students make better and more meaningful decisions, and model ‘just’ behaviours. Students and staff are seen working collaboratively, and relationships are strengthened. A strong sense of fairness is sensed by the student body.

4. Respectful Relationships
Respectful relationships are at the centre around staff and student wellbeing. Self-awareness of the activating factors and beliefs behind behaviour, understanding the impact of empathy, better self-regulation and cultivating generosity of spirit are indicators of respect and support.

5. Inclusivity
Every boy and girls feels valued and supported at King’s College. Staffing reflects the co-ed nature of the College, and senior women to be an example for all students. Equal opportunities in all academic and pastoral areas. Language use reflects inclusivity.

6. Health
All students participate in a comprehensive Health Education/PE programme, appropriate to their age and stage in life. The core of the New Zealand Health curriculum is implemented (around the Hauora model, informed by PosEd etc) and appropriate programmes for both boys and girls are developed.