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EDU8707 Wellbeing in Educational Contexts

Semester 1, 2021 Online
Short Description: Wellbeing in Educational
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070113 - Teacher Education: Special Edu
Grading basis : Graded


Examiner: Susan Carter


National and state policy reports have indicated that many Australian students, teachers and leaders are experiencing difficulty maintaining their well-being. The statistics relating to the incidence of mental health problems affecting our educational communities are well established and reported. According to the Economic Development (OECD) countries, 72 per cent of countries now explicitly include student wellbeing as a learning priority. The recent 2017 Australian Principal Occupational Health, Safety and Wellbeing survey of more than 5000 school leaders depicted that approximately 50% of leaders had received threats, known to impact their wellbeing. Recent studies into teacher and principal wellbeing depict teaching as a profession of high occupational stress where the job can adversely impact wellbeing (Carter 2016; Vesely, Saklofske& Nordstokke, 2014). Now more than ever, schools need to play a role in building the wellbeing of all of the members of their school community. Evidence suggests that social and emotional health and learning are interdependent. By embedding a focus on wellbeing for all members of the school community we can encourage a greater participation in the workforce, more social inclusion and more effective building of Australia's social capital.


EDU8707 aims to assist educators working in educational contexts to develop an in depth, working understanding of the complex ecology of human wellbeing and the key approaches to developing, implementing and embedding positive approaches to wellbeing in education settings. The course applies an ecological, contextual, systems-oriented approach to analyse contemporary theoretical positions to account for the increasing prevalence of impactors to wellbeing and explores enablers for wellbeing. Students investigate education wide wellbeing models in order to identify and generate universal, targeted and intense support processes and options that can be directly applied to current professional practice.


On successful completion of this course students should be able to:

  1. undertake a critical review of contemporary literature exploring wellbeing in theory and practice (Assessment 1);
  2. analyse contemporary perspectives on the impactors and enablers to wellbeing (Assessment 1);
  3. pragmatically embed an education wide focus on well-being (Assessment 2);
  4. effectively utilise advanced academic communication skills to portray Theoretical concepts and their use in professional practice (Assessment 1, 2).


Description Weighting(%)
1. Theoretical conceptualisation of well-being 20.00
2. Policy, frameworks and legislation informing the focus on well-being 20.00
3. Contemporary perspectives on the impactors and enablers to wellbeing 20.00
4. Ecological and contextual analysis of well-being – in own specific workplace 20.00
5. Pragmatic applications of embedding an education wide focus on well-being in own specific workplace 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

Carter, S., Anderson, C 2019, Wellbeing in Educational Contexts, University of Southern Queensland, Australia.
(This is a free Open textbook that can be downloaded from
McCallum, F & Price, D 2016, Nurturing wellbeing development in education: from little things big things grow, New York Routledge, London.
(Available from Library.)

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Assessments 45.00
Directed Study 80.00
Private Study 40.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 50 50 25 Mar 2021
ASSIGNMENT 2 50 50 20 May 2021

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:

  1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
  2. forms part of the Graduate Certificate of Education, Graduate Diploma of Education and the Master of Education and is benchmarked against the internal USQ accreditation/reaccreditation processes which include:
  1. stringent standards in the independent accreditation of its academic programs,
  2. close integration between business and academic planning, and
  3. regular and rigorous review.

Other requirements

  1. Computer, e-mail and Internet access:
    Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at

  2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information.

Date printed 18 June 2021