Using Wellbeing Measurement to Inform Wellbeing Education

Evidence Informed Practice, Relevance and Sustainable Success

Presented by Jacqui Moses, Positive Education Collaborator, Geelong Grammar School

Educators are accustomed to using data to inform best practice teaching and learning. We analyse understanding, misconceptions, and errors to shape instruction and ensure that lessons are meaningful, relevant, and impactful. Wellbeing education deserves the same level of intentionality. By using wellbeing measurement as a pedagogical tool, educators can better understand student experiences, identify emerging needs, and design learning that is proactive and responsive, as well as engaging and grounded in evidence.

This webinar explores how wellbeing data can guide a thematic approach to Wellbeing/ Positive Education, informed by the principles of positive psychology. Participants will examine how measurement develops evidence informed teaching practices, deepens student engagement, enhances relevance, and strengthens visibility and shared language across staff. The session also highlights how data informed planning contributes to sustainable success across a term, a year, and beyond.

Format: Interactive workshop · Suitable for: All staff

Session Outcomes:

Evidence informed wellbeing practice: Using wellbeing measurement as intentionally as academic data to shape purposeful, proactive and meaningful wellbeing learning.
Thematic Positive Education design: Shaping purposeful wellbeing learning sequences using context, and curriculum.
Adaptable scope and sequence: Learning how a data informed framework can be tailored to any school context.
Sustainable success: Using measurement to support long term planning and lasting impact.

About the Presenter

Jacqui Moses has spent 14 years at Geelong Grammar School as a classroom teacher, Campus Positive Education Coordinator, and now as the Positive Education Collaborator for both Corio Junior and Toorak Campuses. Drawing on the framework of the Primary Years Programme (PYP), she brings a conceptually driven, evidence informed approach to wellbeing learning across Prep to Year Six. In this role, she works across all year levels to analyse student wellbeing data and deliver targeted lessons grounded in positive psychology.

Jacqui translates wellbeing data into intentional wellbeing practice across the Junior Campuses, ensuring that Positive Education remains responsive to student needs. She holds a Master of Applied Positive Education (2022), with capstone research focused on using wellbeing data to drive a thematic approach to whole school Positive Education teaching and learning.

Contact the host of PESA Digital PD - Using Wellbeing Measurement to Inform Wellbeing Education