The winners of the 2024 Teacher Awards have been announced! In today’s article, we speak with the Wellbeing and Diverse Learning Team at the Catholic Education Diocese of Bathurst, winners of the Improving Health and Wellbeing Award.
We know, from a decade of Teacher reader survey feedback, how important the topic of wellbeing in schools is to educators. The Improving Health and Wellbeing Award category in the Teacher Awards recognises the importance of staff and student health needs and their wellbeing, alongside teaching and learning.
In 2024, our Judging Panel named the Wellbeing and Diverse Learning Team at the Catholic Education Diocese of Bathurst (CEDB) as winners: Diana Scullard, Rose-Marie van Raad, Blair Windsor, Kylee Harding, Darlene Murdoch, Leanne Bovington, Megan Yeo, Tracey Gunning and Vicki Hagney.
The team have been recognised for their robust use of evidence and transformative impact on student wellbeing. Their work includes the implementation of a student wellbeing framework and student wellbeing surveys; a focus on professional learning and developing data capabilities across the system; appointment of wellbeing and attendance officers in schools; and fostering a sense of belonging for First Nations students.
‘Winning the Improving Health and Wellbeing Award is a huge honour for our team,’ Education Officer, Blair Windsor, tells Teacher. ‘It’s a testament to our commitment to creating safe, supportive environments where students can thrive, both academically and emotionally. This recognition energises us to keep pushing forward, knowing our efforts are making a meaningful impact on the wellbeing of students and communities we serve.’
Education Officer, Vicki Hagney adds: ‘We're excited to continue working in partnership with our schools and other service providers to build innovative, supportive, and inclusive learning environments that empower every student to achieve their full potential.’
Under Diana Scullard’s guidance, they have implemented groundbreaking initiatives like the Student Wellbeing Framework and VIBE survey, which use real-time data to support students holistically. Their focus on inclusivity, trauma-informed practices, and culturally responsive teaching, along with the strategic appointment of Wellbeing and Attendance Officers, has reversed national trends and set new standards in education. Their commitment to Aboriginal education and language preservation further solidifies their exceptional contribution to fostering equity and inclusion. – Teacher Awards 2024 Judging Panel member.
Valuing student voice
One element of this award category is that students’ voices are valued and there are regular opportunities to share their health and wellbeing needs. As recognised by the Judging Panel, much of this team’s work has involved collecting evidence from student survey data.
In their award nomination, CEDB shared that they have developed a student VIBE (Valuable Insights, Beliefs and Experiences) survey to track and support student wellbeing in real time by providing a weekly check-in with students. ‘Both immediate and longitudinal data is used to better understand student needs and make informed decisions regarding student wellness initiatives,’ they wrote.
They have also appointed Wellbeing Officers. ‘Adopting the mantra: Measure What Matters, the teams’ relentless focus on developing data capabilities across the system, has led to the landmark decision to appoint Wellbeing Officers in each of our primary schools,’ they wrote in their nomination. ‘The School Wellbeing Officers play a crucial role in both fostering an environment that supports students' emotional and psychological health, and leading proactive initiatives, which together enhances a student’s capacity to learn effectively.’
Supporting First Nations students
The Judging Panel recognised that the team’s commitment to Aboriginal education has been demonstrated through a range of culturally responsive initiatives, including having Aboriginal Education Officers in each school to provide students with role models and support; leading an Aboriginal Education Strategy (which integrates culturally rich curricula and fosters community partnerships); and improving teachers’ cultural competency through professional development.
‘[The] dedication to professional development, trauma-informed practices, and culturally responsive teaching is transforming classrooms, ensuring that students feel valued and empowered,’ Education Officer, Kylee Harding, tells Teacher.
One initiative the team are particularly proud of, though, is the successful incorporation of Aboriginal languages into the curriculum in 10 CEBD primary schools. In their award nomination, they shared that this initiative was made possible by partnering with local Aboriginal communities and language experts.
‘With a strong focus on Aboriginal education and the revitalisation of Indigenous languages in primary schools, our students are engaged in learning experiences that connect them to the land and its original custodians, fostering a sense of pride and belonging,’ Education Officer, Darlene Murdoch, tells Teacher.
Aboriginal Liaison Officer, Leanne Bovington, adds: ‘This initiative is a testament to our unwavering commitment to cultural inclusivity and educational excellence, ensuring that Aboriginal languages and stories continue to thrive within our schools.’
Working collaboratively to address student attendance
The team also described their collaborative effort on student absenteeism in response to recognising the role attendance plays in students’ overall wellbeing.
For instance, Attendance Officers who monitor student data, identify at-risk students and implement targeted interventions, have been appointed in every CEDB secondary school. Office-based staff analyse attendance data to identify trends and patterns among students with high rates of absenteeism, and have been able to identify common barriers to attendance, such as transportation issues, health concerns, and family circumstances.
As Education Officer Megan Yeo explains to Teacher, their work combines the strengths of the system and school staff. ‘Education Officers provide data analysis and strategic guidance, helping identify trends, barriers, and at-risk students. Meanwhile, school-based staff work directly with students and families, building relationships and implementing tailored interventions. Regular check-ins, collaborative planning sessions, and shared accountability keeps everyone aligned. This seamless teamwork allows us to address the root causes of absenteeism, creating personalised support plans that bring real change for students. Together, we’ve built a proactive, student-centred approach that’s driving better attendance.’
‘By fostering strong partnerships between the CEDB office and school staff, we’ve ensured that students feel seen, valued, and encouraged to attend regularly. This holistic approach has been key to building trust with families and making lasting improvements in student engagement,’ Rose-Marie van Raad, Head of Learning, Teaching and Wellbeing, tells Teacher.
Visionary leadership
The Judging Panel also recognised the team for their visionary leadership, which Team Leader Diana Scullard says, for them, ‘means thinking beyond the present, anticipating future challenges, and creating pathways to success with bold, forward-thinking strategies.
‘For our Wellbeing and Diverse Learning Team, it’s about seeing each student’s unique potential and building systems that cater to their individual needs while fostering a sense of belonging,’ she tells Teacher.
‘This approach works because it empowers us to innovate, adapt, and collaborate, creating a lasting impact that aligns with the evolving needs of our schools and communities. It’s leadership with purpose, heart, and a focus on what truly matters – our students,’ Education Officer, Tracey Gunning, adds.
The Teacher Awards will be back for 2025! The Awards recognise work that’s been completed in the past 12 months, so it’s not too early to start thinking about your nomination for next year. You can browse the specific criteria for this award, and the other 7 categories, here.
The Wellbeing and Diverse Learning Team and school-based Attendance Officers worked together to identify common barriers for student attendance. When it comes to attendance, how do you monitor for and identify at-risk students? Are you aware of common barriers for student attendance in your school setting?
One criterion of our Improving Health and Wellbeing Award is that students’ voices are valued and there are regular opportunities to share their health and wellbeing needs. Is this something you are currently doing well in your school? If not, can you identify some specific areas for improvement?