‘Catholic educators see learning as a journey of endless possibilities, where students are
energised to seek meaning and explore questions about the world around them’.
Horizons of Hope: Vision and Context (2016, p.5)

Explicit teaching and learning experiences that support wellbeing promote holistic development for life-long success.

Individual, interpersonal and societal wellbeing requires children and young people to use their knowledge, skills and understanding to develop competencies that build resilience, a positive sense of identity, self-worth and empathy. Learning how to co-operate, negotiate and make informed and responsible decisions are essential life skills that contribute to their own, and others’, wellness and success [53].

Catholic school communities create opportunities for children and young people to engage in deep learning experiences whereby they rehearse and master the skills required to develop ‘a sense of who I am and how I can be in the world’ [54] in order to live a balanced and fulfilling life inspired by the faith. All members of the school community have a role to play in nurturing the development of the whole child. ‘Beyond preparing children to become ‘well-educated’ citizens…education must also cultivate in young people spirituality, reverence for the natural environment, and a sense of social justice. Education must inspire children’s creativity, imagination, compassion, self-knowledge, social skills, and emotional health…to [help them] live more consciously within their communities and natural ecosystems’ [55].

Through the Victorian Curriculum’s Personal and Social Capabilities, schools equip children and young people with a range of competencies that weave together aspects of managing self, relating to others, participating and contributing [56]. These competencies include: self-awareness, self-management, responsible decision-making, social awareness and relationship skills57. Together each of these competencies assist children and young people to understand, manage and communicate their own emotions; feel and demonstrate empathy for others; establish and sustain positive relationships; identify and work towards their goals; draw on a host of positive self-regulation and coping strategies; problem-solve and think critically about how their choices may be influenced by others and their environment [58, 59].

Adopting a school-wide approach that focuses on explicitly teaching social and emotional competencies, that is ‘the process through which children enhance their ability to integrate thinking, feeling and behaving to achieve important life tasks’ [60], can enhance resilience, personal wellbeing and mental health [61]. Learning and applying social and emotional competencies can translate into improved engagement and connectedness to school, enhanced peer and teacher relationships, and safer, more inclusive and respectful school environments [62]. Social and emotional competencies are essential life-skills required to succeed in school, family, friendship and work [63]. Children and young people need complementary skills - social, emotional and academic - to thrive.

In school communities where leaders, staff, students and families consistently model emotionally literate practices at all levels of functioning, relationships, climate and culture are more positive and productive.