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5.2.3 Perfect Pitch: Designing and Delivering a Student Centered Well-Being Program for Gifted Thinkers
Perfect Pitch: Designing and delivering a student centred wellbeing program for gifted thinkers
This paper will report on the development of a wellbeing schoolbased program designed to provide both proactive and reactive, a triage approach, support for gifted students whose mental health may be declining; while offering learning opportunities designed to develop cognitive dispositions and resilience. It is best described as a holistic, integrated and multidiscipline approach, where a matrix structure of interconnected support provides gifted students with access to levels of wellbeing based on individual need. Research suggests that although there is evidence of gifted thinkers possessing highly empathetic traits and a heightened awareness of both societal needs, behaviours and development (Perrson, 2016), gifted thinkers are at risk of developing mental health concerns.
The design of this program established a focus on the development of student’s emotional intelligence and life skills by specifically teaching students how to develop understanding and skill in nine dispositions we called attributes. These attributes are communication, connectedness, collaboration, reflection, thinking, curiosity, courage, resilience and knowledge. The focus on these attributes is evidence-based indicating these are important cognitive approaches that can enhance learning and support gifted students to navigate through life with the capacity to be mindful of their own mental health and emotional wellbeing.
The multiple layers of support, with identifiable strands of purpose, make up the components of the program. It was designed to be exhaustive in scope and starts with a significant investment in professional development for both teaching and non-teaching staff. Multidisciplinary teams including school section Heads of Student Wellbeing, psychologists, special education teachers, youth workers, school nurses and careers counsellors bring their combined expertise to unpack “rich data”(eg. standardised tests, mentor reports, subject reports, co-curricular reports, students’ self-reports) to guide and support students around developing academic and personal goals.
Pivotal to the execution of this successful and award winning program is the implementation of Learning Mentors, one component of the preventative approach of the program. They position themselves as facilitators and life mentors, supporting each gifted student to understand their personal strengths and challenges. The focus is on supporting students to take ownership of their own learning and personal development which is consistent with our mission to develop wise, independent and motivated learners, informed by positive learning experiences. Specific experiences of both primary and secondary aged gifted students will be shared, with references including both, discordant and harmonious notes.