Work Hard Be Kind
Wellbeing at Princes
“I am somebody. I was somebody when I came. I’ll be a better somebody when I leave. I am powerful, and I am strong. I deserve the education that I get here.” Rita Pierson: Every kid needs a champion.
Wellbeing is central to learning. At Prince Alfred College we aim to reinforce our beliefs about the values and character of the Princes Man. In an increasingly globalised world requiring graduates with the lifelong capacity to learn and adapt, every boy must develop and maintain his own wellbeing, while strengthening his leadership capacity and being of service to others. We reaffirm our commitment to a culture of achievement within a spirit of holistic education.
Wellbeing includes both performance and ethical elements. The performance elements of wellbeing include adaptability, resilience, curiosity, initiative, socialisation, productivity and leadership. These are required for the achievement of excellence in school, at work and in life. Ethical elements relate to character and values, and include honesty, civic-mindedness, respect, courage and care.
Our Wellbeing Framework is based around the six traits of the Princes Man:
Character – through modelling, guidance and personal reflection on the consequences of their actions students have opportunities to develop integrity.
Connection – in a caring environment, students develop a sense of belonging and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
Competence – students who are supported in developing emotional self-regulation and satisfying reciprocal relationships are able to learn more effectively and feel value in their achievements.
Confidence – through guided practice with perseverance and encouragement, students develop a belief in their ability to succeed.
Courage – all learning starts with uncertainty; in a supportive environment students develop strategies to work through life’s challenges, enabling them to adopt dispositions for lifelong learning.
Compassion – by developing the capacity to recognise emotions that are being experienced by another person, students can make decisions to support one another’s growth and development.
Wellbeing also relates to six different aspects of a boy’s development:
Social Development involves boys learning about character and conscience, developing lifelong friendships and strong family relationships, learning to treat others as they would wish to be treatedand making meaningful contributions to the local, national and global community.
Emotional Development requires boys to practice mindfulness, acceptance, reflection, respect, forgiveness and compassion and to identify what is important and stay true to personal values; and also to identify life goals, realising these may change through life, develop ways to maintain focus and commitment to achieve these goals and develop skills to meet challenges, adapt to change, accept and recover from difficulties (adversity)
Physical Development is about realising that physical wellbeing is linked to both physical health and healthy lifestyle behaviours. We encourage boys to participate in physical activity to increase fitness, generate positive emotions, and reduce stress, anxiety and depression.
Spiritual Development supports boys to explore their sense of connection to self, others and the natural world and how they fit into the greater scheme of life. Through our wellbeing programs we also want students to discover ways to be at peace within themselves and maintain a balance of life, and to experience spiritual guidance that upholds values and traditions
Cognitive Development is about discovering the link between aspirations and a sense of wellbeing and considering external factors that may influence thinking and opinions. We also want boys to realise the significance of perception on choices and satisfaction and that how people adapt to circumstances and their history of ‘wins and losses’ affects their aspiration
Metacognitive Development refers to the benefits and disadvantages of different kinds of cognitive endeavour, and learning about ourselves and others as learners, such as when and how to use particular strategies for learning or solving problems. It also involves boys understanding their own learning by selecting and modifying learning strategies by reflecting on their effectiveness
The wellbeing of an individual does not exist in isolation: it is nurtured by an ever widening circle of social environments, starting with the family and extending through class, the boarding house, school and the wider community.
Individual/Personal – with guidance, children learn to mediate their hopes, fears, and aspirations as they come to feel at home ‘in their skin’.
Classroom/Team – in their social interactions, children learn the importance of respect, cooperation and give and take; in understanding and accommodating the differences and needs of others, they too feel accepted and valued for who they are and develop confidence in themselves
School and Boarding House – a warm and welcoming school environment engenders a strong sense of belonging. The values and traditions of the school culture inspire them to make choices that foster and strengthen the common good.
Community – by experiencing directly the power of a community to support the individual and collective needs of its members, they come to understand how they can give back.
Society – through their life experiences and guidance of significant others, they gain an understanding that a society thrives when the rich diversity of its members is acknowledged and harnessed for the good of all.
Global – they develop a sense of obligation to the wellness of the wider world and an awareness of their ability to take action to respond to need (think globally, act locally)
Wellbeing at Prince Alfred College seeks to build capacity for personal fulfillment for every student, each member of staff and all members of the College community. Hence, wellbeing programs are designed to develop the behaviours, values, dispositions and attitudes which foster excellence in school, work and life. Wellbeing also focuses on the development of morals and values to allow effective contributions to a civic and civil society, based on relational and ethical approaches to the way we treat ourselves and each other.