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Modern schools are complex social environments due to rapid change impacting families, communities, technology, culture, government, and the economy and workplace reform. Influences such as globalisation, growth of digital technology, increasing social and cultural diversity, increasingly inequitable distribution of wealth, and the ongoing explosion of new knowledge are leading to unprecedented levels of stress across the social spectrum. Young people are being challenged to live with complexity, uncertainty and diversity more than ever before. Most cope well and adjust to the demands of contemporary life due to support from families, friends, schools and other social networks. An increasing number, however, are showing signs of distress. Many mental health problems and illnesses manifest themselves in the developmental period of 12-24 years of age. This group includes the typical secondary school student population. Schools play a crucial role in promoting health and wellbeing in their local communities, and society is increasingly turning to education as a source of positive influence on mental health outcomes for future generations. This course includes a Professional Experience placement of 15 days.

This course is designed to prepare pre-service teachers for teaching positions in secondary schools by helping them to develop an awareness of the nature of risk and the protective factors that impact on students' social and emotional wellbeing and mental health. Pre-service teachers will participate in a range of learning activities to develop knowledge of the warning signs of mental health problems and/or illness, and the curriculum and pedagogical approaches that promote wellbeing in school communities. Pre-service teachers will learn how to respond to students showing signs of distress, in particular distress related to bullying or cyberbullying. A health promotion model will be introduced and pre-service teachers will explore practical and innovative ways to promote health-enhancing cultures in their classrooms, through curriculum, and in school communities. The value of initiatives that enhance academic outcomes through social and emotional learning in the classroom will feature as a way to motivate schools to generate and implement policies dealing with social and emotional wellbeing. Pre-service teachers will explore the implications of teacher wellbeing as a precursor to promoting health in school communities.

A 15-day professional experience placement is attached to this course. Students need to pass the competency Assessment in this Course and reach a total passing Mark of 50% to be awarded a passing Grade in this course. Failure of the Professional Experience component will result in a fail grade for the course, regardless of the graded mark. Full details of the Professional Experience particulars can be found on the Professional Experience website and in the Professional Experience Book.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

1. apply a broad range of concepts in mental health promotion and intervention through the application of, an ecological / contextual model addressing social and emotional wellbeing issues (APST 4.4);
2. identify, describe and analyse factors that lead to student alienation, mental health problems / mental illness, especially in relation to the safe, ethical and responsible use of ICT (APST 4.4, 4.5);
3. identify a sequence of lessons that considers the wellbeing and safety of all students and reflects the school, curriculum and legislative requirements (APST 3.2, 4.4);
4. outline the role of social and emotional learning in the promotion of social and emotional wellbeing, including a critical discussion on the role of the teacher in the promotion of social and emotional wellbeing within learning programs (APST 3.2, 4.4);
5. formulate cogent arguments for the centrality of teacher wellbeing in a health promoting school culture (APST 4.4);
6. outline the rationale for continued professional learning especially in relation to teacher wellbeing and health promotion to improve students learning with connection to the Australian Professional Standards for Teachers (APST 6.1, 6.4);
7. demonstrate professionalism during pre-service teacher placements through the ongoing practice and assessment of pre-service teacher professional practice (1.1, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 5.1, 5.4, 6.3, 7.1, 7.2)