[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593902-105":59,"doc-detail-593902-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-whole-school-approach-to-promoting-staff-wellbeing-article-1","A Whole-School Approach to Promoting Staff Wellbeing - Article 1","","A caring school community can enhance whole-school wellbeing, including staff wellbeing, which directly affects students’ academic, social, and emotional wellbeing. The study validates a whole-school staff wellbeing evaluation tool using school-wide indicators to identify strengths and improvement areas. It examines associations between tool factors and staff self-reported mental health, and determines how staff characteristics and factor roles influence perceived wellbeing. Cross-sectional data from 801 staff across six non-government schools confirm the tool structure and show relationships, engagement, emotional wellbeing supports, and school climate as significant predictors of mental health.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-whole-school-approach-to-promoting-staff-wellbeing-article-1/593902/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-whole-school-approach-to-promoting-staff-wellbeing-article-1/593902.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to evaluate about staff wellbeing?","Question",{"text":112,"@type":113},"It validates a whole-school staff wellbeing evaluation tool based on school-wide indicators, and uses it to identify strengths and areas for improvement affecting staff wellbeing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is staff mental health connected to the tool’s factors?",{"text":117,"@type":113},"Findings confirm that staff relationships, staff engagement, emotional wellbeing supports, and school climate are significant predictors of staff mental health.",{"name":119,"@type":110,"acceptedAnswer":120},"Which school-wide supports show the greatest impact on staff mental health?",{"text":121,"@type":113},"Prioritising resources to build supportive staff relationships, strengthen school climate, and provide opportunities to promote staff emotional wellbeing has the greatest impact.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593902,1792109526,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 2 | Article 1 |\n| --- | --- |\n| 2020\u003Cbr>A Whole-School Approach to Promoting Staff Wellbeing\u003Cbr>Leanne Lester\u003Cbr>University of Western Australia, [leanne.lester@uwa.edu.au](leanne.lester@uwa.edu.au)\u003Cbr>Carmel Cefai\u003Cbr>University of Malta, [carmel.cefai@um.edu.mt](carmel.cefai@um.edu.mt)\u003Cbr>Valeria Cavioni\u003Cbr>University of Milano-Bicocca, Milan, Italy, [valeria.cavioni@unimib.it](valeria.cavioni@unimib.it)\u003Cbr>Amy Barnes\u003Cbr>Telethon Kids Institute, [Amy.Barnes@telethonkids.org.au](Amy.Barnes@telethonkids.org.au)\u003Cbr>Donna Cross Professor\u003Cbr>Telethon Kids Institute, Edith Cowan University, [donna.cross@telethonkids.org.au](donna.cross@telethonkids.org.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Mental and Social Health Commons |  |\n\nRecommended Citation  \nLester, L., Cefai, C., Cavioni, V., Barnes, A., & Cross, D. (2020) . A Whole-School Approach to Promoting Staff Wellbeing. Australian Journal of Teacher Education, 45(2) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n2.1](http://dx.doi.org/10.14221/ajte.2020v45n2.1)  \n[This Conference Proceeding is posted at Research Online.](This Conference Proceeding is posted at Research Online.)[ ](This Conference Proceeding is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss2/1](https://ro.ecu.edu.au/ajte/vol45/iss2/1)  \nA Whole-School Approach to Promoting Staff Wellbeing  \nLeanne Lester  \nAmy Barnes  \nThe University of Western Australia,  \nDonna Cross  \nThe University of Western Australia  \nEdith Cowan University  \nCarmel Cefai  \nUniversity of Malta, Malta  \nValeria Cavioni  \nUniversity of Milano-Bicocca, Italy  \nAbstract: A caring school community can enhance whole-school wellbeing including the wellbeing of school staff, which directly impacts on student academic, social and emotional wellbeing. This study firstly examines the validity and reliability of a proposed wholeschool staff wellbeing evaluation tool which uses a set of whole-school wellbeing indicators to identify strengths and areas for improvement within the school environment which may be impacting on staff wellbeing. Secondly, the association between factors found within the whole-school staff wellbeing tool with staff self-reported mental health are examined, and finally, the influence ofperson characteristics and role offactors on perceived whole-school staffwellbeing are determined. Cross-sectional data were collected from 801 school staff from six non-government schools in Australia as part ofthe School Staff Wellbeing Project. Results confirmed and validated the hypothesised structure of the whole-school staffwellbeing evaluation tool with staff relationships (leadership, staff), staff engagement (active, supported), staff emotional wellbeing (supported through policies and opportunities) and school climate (culture and values) found to be significant predictors of mental health. Prioritising resources to building supportive staffrelationships, school climate, and providing opportunities to promote staffemotional wellbeing, were found to have the greatest impact on staff mental health.  \nCharacteristics such as age, gender, education, role, and length of time working in schools predicted perceptions ofthe whole-school’s general wellbeing. The whole-school staffwellbeing evaluation tool provides a useful screening and self-evaluation measure to identify whole-school staff wellbeing strengths and areas for improvement in staff wellbeing.  \nKeywords: whole-school wellbeing, evaluation tool, staff mental health and wellbeing  \nIntroduction  \nMental health and wellbeing in the workplace is becoming increasingly critical, with mental health problems one of the leading causes of absence, long-term work incapacity, and reduced work performance in Australia (Harvey et al., 2014) . WHO defines mental wellbeing as “a state of wellbeing in which every individual realises his or her own","cbCaiqg3K9kYqveJ","https://ap.wps.com/l/cbCaiqg3K9kYqveJ","pdf",430213,23,"English","# Abstract\n# Introduction\n## Mental health and wellbeing in the workplace\n## Whole-school environment and staff wellbeing factors\n## Study purpose and approach","[{\"question\":\"What does the study aim to evaluate about staff wellbeing?\",\"answer\":\"It validates a whole-school staff wellbeing evaluation tool based on school-wide indicators, and uses it to identify strengths and areas for improvement affecting staff wellbeing.\"},{\"question\":\"How is staff mental health connected to the tool’s factors?\",\"answer\":\"Findings confirm that staff relationships, staff engagement, emotional wellbeing supports, and school climate are significant predictors of staff mental health.\"},{\"question\":\"Which school-wide supports show the greatest impact on staff mental health?\",\"answer\":\"Prioritising resources to build supportive staff relationships, strengthen school climate, and provide opportunities to promote staff emotional wellbeing has the greatest impact.\"}]","A Whole-School Approach to Promoting Staff Wellbeing - Article 1 | PDF",1792078141,58]