they could channel these more in their everyday lives. The Years 12–13 cohorts also completed their VIA Character Strengths surveys and were able to reflect on how their strengths had changed throughout the years and how to use their strengths in terms of developing their leadership skills. In Term 2, all Year 9 classes explored mindfulness with Dr Nick Penney. Dr Penney is a mindfulness specialist who, after completing a PhD at the Centre of National Research on Disability and Rehabilitation Medicine at the University of Queensland, has become a leading proponent of pain management and mindfulness-based cognitive therapy. Having studied in the United States and Britain, he now educates adolescents and adults about overcoming life’s challenges through mindfulness, as well as providing the skills to “flow and flourish” at school and in everyday life. This was well received by our Year 9 boys. We are excited to have Dr Penney return next year to work with our 2023 Year 9 cohort in Term 2. During the second part of the year, the Year 9 MINDfit programme explored kindness and gratitude. Classes undertook a “Random Acts of Kindness” project, as well as the conscious practice of daily gratitude, and then reflected on how this impacted on their own sense of wellbeing. The final area of focus was friendships, and class discussions explored the differences between friends and frenemies, and bullying and “bystanding”, as well as fostering and maintaining healthy friendships. In the Year 10 MINDfit programme, classes focused on developing students’ understanding of brain
development, especially during adolescence. Gaining a deeper awareness and understanding of emotions is another key component of the Year 10 curriculum, as well as emotional regulation. Dan Siegel’s work on the adolescent brain is explored in depth as part of this study and students are encouraged to reflect on their own emotional responses and regulators. Practising different breathing techniques and calming strategies builds on the work from our Year 9 programme. The remainder of the semester delved into relationships and explored how empathy and compassion were key to developing healthy relationships. Having reflected on their VIA Character Strengths surveys, the Year 11 MINDfit classes explored character strengths and how they could help us with working towards our goals, as well as framing our mindset. This led into Dr Carol Dweck’s work on fixed and growth mindsets, with classes studying her research and findings, as well as reflecting on their own mindsets to learning and life. The final component of the Year 11 MINDfit curriculum focused on mental health and understanding and recognising the differences between flourishing, languishing and depletion in ourselves, but also in those around us and how we could best support each other as well as reach out. The learning from this programme was also reinforced in the Year 11 Wellbeing Conference hosted by College. Covid-19 had prevented this day from happening in the past few years, so it was great to see Year 11 students from College and St Margaret’s College connect and explore ways to wellbeing through both keynote speakers and practical workshops.
In 2022, the Year 13 MANifesto programme was extended into Year 12. Much like the Year 13 programme, the Year 12 cohort met once a week in groups to discuss wellbeing and any issues of concern or interest. While further embedding character strength work and mindfulness practice, the Years 12– 13 MANifesto programmes focused more on relationships, positive sexuality and adjusting to adulthood (Year 13). Interestingly, sleep was a continual topic of conversation throughout the year, so we explored not only the science of sleep but also the importance of morning and evening routines and practical ways to improve sleep behaviours. We also had guest speakers from the following organisations and groups: • Attitude • NZ Police • University of Canterbury • Leadership experts • Old Boys The focus of Wellbeing Education at College is ensuring our students have the tools to experience joy in life, while also developing the resilience and grit to deal with challenging times. We want our boys to leave school with the emotional and interpersonal skills that enable them to look after themselves, relate well to others, and not let internal experiences prevent them from being the best versions of themselves. They can move towards living their values and thriving in all aspects of life. Caroline Black Director of Wellbeing Education
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