Wellbeing by Design
Defining Wellbeing
Our Collective Understanding
In 2024 as a whole staff group we worked with students and parents to define what wellbeing means to us, in our diverse context in indonesia. Simply put, wellbeing is feeling good, functioning well and being able to meaningfully contribute to the world. Collectively we acknowledged that wellbeing is about more than happiness and life satisfaction and is a complex concept made up of many different elements crucial for all students and members of our school community.
Taking perspectives from representatives from all BSJ’s stakeholders and incorporated our values of learning, purpose, culture and environment, we co-defined wellbeing as the following:
At BSJ we define wellbeing as a construct encompassing many elements. We believe wellbeing to be comprised of personal, physical, emotional, intellectual, spiritual, social, economic and ecological elements. We see these elements as influencing the sphere of human and collective experience. When wellbeing is high people tend to feel purpose, authenticity, meaning in life and evaluate their life positively overall.
By focusing on learning design centred around key themes of engagement and motivation, connection and collaboration, adaptability and resilience and equity and inclusivity, our goal is collective human thriving. At BSJ we aim to nurture wellbeing by fostering a strengths based and supportive environment of personal growth, an awareness of self, respectful relationships, awareness of others, hope and agency.
Our co-designed approach integrates wellbeing science and systems awareness. Our intention is to co-create conditions aligned with our school values, where every member – students, staff, and our broader community – feels safe, a sense of belonging, and are empowered to contribute meaningfully and purposefully to a compassionate school culture.
Our definition of wellbeing is central to BSJ’s vision, ways of being and mission to inspire excellence in education and life.
Wellbeing Model
Andrea Downie, Head of Wellbeing speaks to BSJ students about their wellbeing experience.
Azzan, a Year 7 student talks about his perspective on wellbeing and his understanding of 'Upstanders' as well as his work developing a systems-thinking tool for a game centered around Upstanding Behaviour.
Keana, from Year 11 talks about her learning in psychology, diving into topics like neuroplasticity, neuroscience, and cognitive thinking, all connected to wellbeing.
Wellbeing Curriculum
Our Scope and Sequence
The BSJ scope and sequence is a continuum of learning embedded from Kukangs to year 13. It comprises of 3 Phases, ‘Engage and Connect’, ‘Adapt and Elevate’ and ‘Reconnect and Transfer’ covering aspects of elements of wellbeing that align with our wellbeing framework.
As a continuum of learning, the sessions facilitated in each class are personalised and differentiated and empower learners to grow in their understanding at a rate appropriate to their development. The scope and sequence is cyclical in nature with many aspects of it being experienced in more than one year level, developing in complexity as the learners move forward.
Learner agency, higher order thinking and authentic learning experiences are at the forefront in design. The elements are interconnected and mutually reinforcing. Wellbeing at BSJ is sought, caught and taught. At the core of our philosophy is a strengths based approach with heat experiences underpinning each element. Intentionally alignment with service learning and our curriculum continues to be strengthened so concepts are experienced both explicitly and Implicitly.
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