Author Identifier (ORCID)
Amanda Madden: https://orcid.org/0009-0006-0422-0942
Abstract
The study examined students’ perceptions of effective components in school-based wellbeing programs, addressing a critical gap where adolescent voices are absent. Data was gathered through a questionnaire, individual interviews, and focus groups conducted with 36 Year 12 students across three independent co-educational schools in Western Australia. Thematic analysis identified seven key components essential for effective wellbeing programming: targeted content providing respite from academic pressures, engaging and relatable presenters, strategic timing, developmental appropriateness, meaningful measurement, genuine teacher engagement, and authentic incorporation of student voice. Students valued practical, non-academic content and expressed scepticisms about teacher-delivered programs. Timing emerged as a previously underexplored factor in wellbeing literature. Students distinguished between authentic and performative program delivery. These findings challenge universal program approaches, revealing disconnects between programs and student needs. Students demonstrated nuanced understanding of effective programming, identifying implementation factors overlooked in traditional evaluation. Authentic student engagement in program design and delivery is essential for effective outcomes.
Keywords
adolescent mental health, adolescent wellbeing, school-based interventions, student perspectives, student voice, wellbeing programs
Document Type
Journal Article
Date of Publication
1-1-2026
Publication Title
Australian Journal of Education
Publisher
Sage
School
Kurongkurl Katitjin
RAS ID
99374
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Comments
Madden, A. (2026). Beyond assumptions: What students really think about school wellbeing programs. Australian Journal of Education. Advance online publication. https://doi.org/10.1177/00049441261450652