Wellbeing for Learning and Engagement Framework

Wellbeing for Learning & EngageMent fRameWork

Introduction Stuartholme School is a Catholic independent Year 5 to 12 girls day and boarding school. Our approach to education is grounded by the goals of Sacred Heart education and centred on the formation of young women of courage, compassion, and confidence. This mission calls us to nurture not only intellectual growth but also the relational, emotional, and environmental conditions that allow students to flourish as whole people.

OUR

Wellbeing for Learning & EngageMent fRameWork IS A COMPANION TO THE

Stuartholme Pedagogical fRameWork Where the Pedagogical Framework guides what we teach and how we engage students in the learning process, this framework defines the cultural, relational, and systemic enablers that make deep learning and personal growth possible.

Wellbeing is not a standalone program — it is shaped through the relationships, routines, environments, and structures that support student growth. This framework provides a strategic foundation to align our efforts, guide the evolution of practice, and ensure a more connected experience of wellbeing across every aspect of school life.

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PEDAGOGICAL & WELLBEING

Companion FrameWorks Pedagogical fRameWorks Guides what and how we teach

Focuses on curriculum, instruction, and intellectual engagement

Shapes the environment that support learning

Focuses on relationships, culture, and processes

Builds habits of mind and learning behaviours

Builds agency, belonging, resilience and relational safety

Centres the learner as an active participant in their learning

Centres the learner as a co-creator of their wellbeing experience

Enlivens the Graduate Vision through learning design and pedagogy

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Wellbeing for Learning & EngageMent fRameWork

Enlivens the Graduate Vision through cultural formation and relational support

HOW THE

fRameWorks Work TogetHer PEDAGOGICAL FRAMEWORK

GRADUATE VISION

WELLBEING FOR LEARNING AND ENGAGEMENT FRAMEWORK

Without a strong, beating heart, the brain cannot function.

Without safe, inclusive, and connected environments, deep learning cannot take place.

This framework places students at the centre of wellbeing and learning. It empowers them to shape their own experience - supported by staff and parents / carers who teach, lead, interact, and plan in ways that foster agency, belonging, and meaningful engagement. Through shared responsibility and partnership, students play an active role in creating the culture that supports their growth and formation.

• The Pedagogical Framework defines the intellectual and instructional approach to student learning.

• The Wellbeing for Learning and Engagement Framework defines the conditions, relationships, and systems that allow that learning to take place.

• Together, they bring to life our Graduate Vision: forming young women who are courageous, compassionate, confident, and agents of transformation.

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THE BEATING

HeaRt of Our ScHool At the centre of our existing Pedagogical Framework lies a beating heart symbolising the values, relationships, and spiritual purpose that shape learning at Stuartholme. In this companion framework, we draw forward and elevate that heart, recognising that without intentionally developing the culture and conditions it represents, the pedagogical work of the classroom cannot thrive.

Just as a heart relies on four chambers to sustain life, this framework is sustained by four core chambers:

People, Programs, Partnerships, and Practices.

These chambers represent the foundational elements that support student wellbeing, engagement, and learning across the school.

Yet a heart cannot function on structure alone. It requires Flow - purposeful, life-giving movement through and between each chamber. In our model, this movement is brought to life by four strategic enablers:

Charism in Action, Empowered Voice, Relational Practice, and Spaces for Belonging - the vital processes that animate and sustain a flourishing culture.

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THE FOUR

ChambeRs People

PRograms

Partner Ships PRactices

Chamber People Programs Partnerships Practices

What it Represents

How we see it in action

The relationships that shape trust, identity, and belonging within a Sacred Heart context.

Teachers, Students and all staff, and every person who creates connection through everyday interactions.

The structured learning and care designed to support holistic student growth.

Wellbeing curriculum, pastoral care, co-curricular opportunities, and student formation activities.

The shared responsibility between students, families, staff, and the wider community.

Respectful communication, coregulation, aligned values, and opportunities for collaboration.

The everyday processes, routines, and behaviours that create consistency and clarity.

Formation guidance, classroom routines, shared language, boarding routines and decision-making embedded in policies and relational philosophy.

OUR FLOWS

R FO BE L O N

People

PRograms

GI N

OWERED P M E

SPAC E

CE I O

S

V

of Wellbeing

CHARISM IN ACTION

R

EL

AT I

O

NA

L P

T C RA

G

Partner Ships PRactices E C I

THE 4 CHAMBERS AND 4 STRATEGIC ENABLERS MODEL

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THE FOUR STRATEGIC ENABLERS:

Our Flows of Wellbeing These four flows bring the framework to life. They move through and between all four chambers, sustaining the culture and enabling the Graduate Vision to be realised.

Strategic enabler

Charism in action (FLOW OF PURPOSE)

Empowered voice (FLOW OF AGENCY)

Relational practice (FLOW OF CONNECTION)

Spaces for belonging (FLOW OF ENVIRONMENT)

What it is

How we see it in action

The Sacred Heart mission is not just spoken — it is lived. Values such as compassion, courage, and connectedness are intentionally embedded in relationships, rituals, curriculum, and decision-making.

Daily practices grounded in Sacred Heart Goals, missionaligned leadership, value-rich language, and sacred rituals that foster belonging.

Students and parents are recognised as active contributors to a flourishing school culture.

Voice is more than expression — it shapes decisions, strengthens relationships, and affirms dignity.

Student leadership, feedback processes, shared decisionmaking, co-designed wellbeing experiences, and responsiveness to student and parent perspectives.

Every interaction is authentic and is an opportunity to build or rebuild trust. Relational practices prioritise connection over compliance, and foster personal growth through empathy, shared accountability, and respectful dialogue.

Collaborative problem-solving, restorative conversations, consistent language of care, and adult modelling of dignityaffirming behaviour.

Wellbeing is shaped by the environments we learn, live, and work in. From classroom climate to school rituals, every space sends a message about belonging and how we care for one another.

Inclusive physical spaces, calm routines, affirming social norms, cultural safety, symbolic imagery, and visible commitments to welcome and inclusion.

Your example, even more than your words, will be an eloquent lesson to the world.

St Madeleine Sophie Barat

WHAT GUIDES

Our ThinKing This framework is grounded in both our Sacred Heart tradition and contemporary research into the conditions that help young people flourish. Two most contemporary bodies of work, along with Positive Psychology, inform how we’ve designed the framework’s structure and flow

1. Contextual Wellbeing – Dr Helen Street

2. Developmental Relationships – The SEARCH Institute

Helen Street’s Contextual Wellbeing model teaches us that student wellbeing is shaped not by isolated interventions, but by the environmental and cultural conditions of the school. This framework reflects her emphasis on:

The SEARCH Institute identifies five key elements of developmental relationships that build trust, resilience, and character. These are:

• Supportive social norms • Inclusive physical and emotional spaces

• Express care • Challenge growth • Provide support • Share power

• Aligned systems, policies, and expectations

• Expand possibilities

• A whole-school focus on what students experience day to day

These elements shape our Strategic Enablers - the flows that animate and sustain the wellbeing framework. From Empowered Voice to Relational Practice, we intentionally design school life around the idea that wellbeing grows through what we do together, not just what we deliver to students.

Our Chambers of the Heart reflect these contextual elements - Programs, People, Partnerships, and Practices - and help us continually evaluate whether our environment supports student engagement, agency, and belonging.

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A LIVING

fRameWork This framework is a living architecture - a way of understanding, evaluating, and evolving the conditions that support learning, belonging, and growth.

It provides: • our community, with a shared language for wellbeing • leadership, with a strategic direction • students, a sense of agency and inclusion

Let us respect childhood; let us honour the soul of the small creature of God who can already make choices of the best if we take the time to awaken her reason and make her use her judgement.

St Madeleine Sophie Barat

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ACKNOWLEDGEMENT OF COLLABORATION The Stuartholme Wellbeing for Learning and Engagement Framework was developed through a process of deep reflection, consultation, and strategic design in partnership with Transformative Schools. We gratefully acknowledge the guidance, expertise, and collaborative leadership that shaped this framework and supported its alignment with the Sacred Heart mission and Graduate Vision.