Champion Life supporting the Wellbeing Framework

In recent years, wellbeing has emerged as a significant determinant of student achievement and educational outcomes. The arrival and continuing presence of Covid-19 may see wellbeing wield momentous impact going forward, not only on student achievement, but on individual, school and community efficacy and welfare. It is therefore critical for schools to implement quality initiatives which enact the national and state wellbeing frameworks. Champion Life’s embracing of these frameworks is a major factor in the program’s success; we help schools create vibrant learning environments and deliver learning opportunities that unearth and optimise their students’ potential.

A few years ago, Champion Life set out to educate and inspire Australian children to explore physical activity and other healthy behaviours, experience the positive impact they have on their health and wellbeing, and encourage them to develop lifelong healthy habits. Champion Life’s diverse role models, stimulating and differentiated activities and captivating technology, have proven successful in engaging and motivating students. The program is flexible, easy for teachers to implement and also offers many benefits for learners, including increased focus and motivation for learning, increased confidence and improved classroom behaviour. Importantly, Champion Life is intent on responding to the ever-changing school and world environment. This is evident in the way we respond to the individual student, school and organisational needs; one specific example of this is Champion Life’s assimilation of national and state wellbeing frameworks.

There is a variety of Australian-produced, wellbeing-related frameworks, for example, the Australian Student Wellbeing Framework¹, The Wellbeing Framework for Schools (NSW)², the Framework for Improving Student Outcomes (VIC)³, the Student Wellbeing and Learning Framework (QLD)⁴, Tasmanian Child and Youth Wellbeing Framework (TAS)⁵ and Wellbeing for Learning and Life (SA)⁶. Whilst there are some subtle differences in language, structure and emphasis, they do communicate a common purpose; to provide the foundation, environment and opportunity for young Australians to realise their potential and make a positive contribution to their community. Champion Life’s mission “to make a long term, positive impact on the mental and physical health of young people,” to empower them to live fulfilling lives and influence the world around them, mirrors the frameworks’ common purpose.
The wellbeing frameworks also echo a number of core elements which enable or evidence the provision of positive wellbeing opportunities for students; again, language and organisation of the frameworks vary with nuances of each state’s context.

However, Champion Life targets each of these core elements and delivers them via our features of Role Models, Body Sets, Challenges and the Wellbeing Monitor:

Another significant theme in a number of the Australian-based wellbeing frameworks is the importance of effectively employing wellbeing data. This includes critically analysing and evaluating school-specific data¹ using qualitative and quantitative evidence to inform planning for school wellbeing², developing systems for early intervention⁴, and reviewing the effectiveness of wellbeing initiatives³. The NSW framework, The Wellbeing Framework for Schools², in fact, counsels that students’ subjective views of their own wellbeing are important measures by which to inform decisions relating to them.

Champion Life’s Wellbeing Monitor and end of term reporting offer very simple, yet effective means of providing such actionable data:

Students can use the Wellbeing Monitor as one way of seeking help.
Teachers can use it as a method of identifying students needing support and are then able to initiate early intervention. Automatic alerts are sent to teachers when poor wellbeing is reported, providing the opportunity for teachers to reach out and check-in.
The Wellbeing Monitor can also produce long term tracking of students’ self-reporting which may assist teachers in planning for school wellbeing and indicate the effectiveness of the program.
Teachers and school administrators can access qualitative data relating to students’ understanding, skills and behaviours captured in video submissions and easily accessed via the teacher dashboard.
End of term reporting provides quantitative data relating to program usage and effectiveness.

In the quest for school excellence in wellbeing, families, schools and the wider community should be asking:

• Do we offer a whole-school strategy that supports cognitive, emotional, social, physical and spiritual wellbeing of all students?
• Do we offer quality teaching and learning experiences that engage the students?
• Do we embed evidence-based practices which positively impact wellbeing into the curriculum?
• Does our community demonstrate and celebrate diversity?
• Do we provide students with inclusive learning opportunities that ensure success and empower them to strive further?
• Do we provide students with environments that allow them to personally thrive and motivate them to contribute to their community?
• Champion Life answers an emphatic “YES” to each of these questions and is resolute in supporting school communities to do the same.