Student Wellbeing in Schools: Past, Present and Future
I attended a Professional Development conference with Positive Schools Australia, which deepened my understanding of Student Wellbeing in Schools across past, present, and future perspectives. As schools across Australia continue to evolve, the wellbeing of students remains a top priority. Comparing life in the classroom and at home from years gone by with today’s environment reveals sweeping changes—many driven by technology, shifting cultural attitudes, and a greater recognition of diversity and inclusion.
In the past, homes typically had only one phone, making communication less private and more costly. School life and home life were clearly separated, with most meals cooked at home and games like ‘Pass the Parcel’ focusing on fun rather than prizes for all. Outdoor activities were the norm, with young people spending 3-4 hours outside riding bikes or playing games. Safety features were limited, and there was little cultural diversity.
Over the decades, perceptions have shifted. In the 1950s, comic books were believed to turn young readers into criminals. Television in the 60s and 70s was blamed for cognitive decline, while long hair in the 1980s was sometimes seen as a sign of poor character. Video games in the 90s and early 2000s were linked to increased aggression. Today, the rapid rise of social media and mobile phone use shapes how young people connect, learn, and perceive the world.
Schools now face new challenges, including a rise in diagnoses of learning difficulties and greater reliance on technology in classrooms. Students and staff must adapt to higher expectations, and technology—from phones to smart watches and AI—is a constant topic of debate. Questions about device use in schools, social media age limits, and the reliability of online information are front of mind for many educators and parents.
Research shows technology can offer significant benefits, such as improved access to information and support for neurodivergent students. However, excessive time spent online, vulnerability to online abuse, and reduced opportunities for natural play are growing concerns. For younger children, heavy tech use may not be beneficial, and it’s important that technology does not replace vital school-based opportunities for play and adventure.
Despite these challenges, there are positive directions ahead. Embracing technology as a support for neurodiversity and learning can simplify tasks and promote healthy online communication. Schools are urged to adopt whole-school approaches to online safety and evaluate whether tech use truly benefits students. There’s a shift from equality to equity in diversity and inclusion, with a focus on promoting travel, health awareness, and acceptance in language and behaviour.
Yet, polarising social views and the existence of divergent groups—such as those defined by disability, race or identity—mean exclusion and mental health challenges persist. Inclusive education benefits all students, helping non-disabled and neurotypical children reduce fear and develop tolerance and communication skills. Teacher and student attitudes, ongoing professional development and peer support are crucial for building positive approaches.
Going forward, it’s important to strengthen professional support for teachers, provide better resources for inclusive classrooms, and foster social support for all students. Wellbeing programs and pastoral care systems need to be context-specific, tailored to each school’s unique environment, and focused on psychological safety rather than unhealthy competition. Recognising the links between nutrition, mental health, and the value of downtime is also vital.
Ultimately, the most critical consideration for schools is to adopt contextual, tailored approaches to wellbeing—promoting autonomy, psychological safety, and clear pathways for support. By valuing diversity, embracing positive uses of technology, and ensuring every student feels included and supported, schools can nurture a healthier, happier learning environment for all.
Matthew Williams
Head of Secondary
