Wellbeing and Resilience Education

Mathew A. White, Ph.D., is Deputy Head of the School of Education and an Associate Professor of Education at the University of Adelaide. He is also a principal fellow in the Melbourne Graduate School of Education at the University of Melbourne. He has published scientific journal articles and book chapters. Publications include Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (with Faye McCallum, Springer, 2020), Future Directions in Wellbeing: Education, Organisations and Policy (with Gavin Slemp and Simon Murray, Springer, 2017) and Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Wellbeing in Schools (with Simon Murray, Springer, 2015). In 2020, Mathew was presented the Distinguished Contribution to Research in Educational Leadership Award by the South Australian Branch of the Australian Council for Educational Leaders. He is the President of the International Positive Psychology Association Education Division. Mathew was a secondary school teacher for 20 years and has a decade’s senior leadership-level experience in schools. Faye McCallum, Ph.D., is Head of the School of Education and a Professor of Education at the University of Adelaide. She has published over 100 scientific journal articles and book chapters. Her research books include Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (with Mathew A. White) published by Springer in 2020, the forthcoming Wellbeing Education and Professional Practice: Transforming Teaching (with Mathew A. White) published by Springer and Nurturing Wellbeing Development in Education: From Little Things, Big Things Grow (with Deb Price) published by Routledge in 2015. She was awarded the 2019 Australian Council for Educational Leaders South Australian Branch Dr Alby Jones AO Gold Medal ‘for her contribution to the study and practice of educational leadership’. She was a finalist for the 2020 Telstra Business Women’s Awards.

1. Crisis or Catalyst? Examining COVID-19’s Implications for Wellbeing and Resilience Education 2. Wellbeing from the Outside In: How Mirror Flourishing Elevates Collective Wellbeing Both Within and Beyond the Classroom 3. A Comparative Study of Wellbeing in Students during the COVID-19 Pandemic: TecMilenio Case 4. UPRIGHT –Wellbeing and resilience education for teenagers –Disrupted by the COVID-19 pandemic 5. How Could School Leaders Improve the Flourishing of Teachers in the COVID-19 pandemic? 6. Why embedding character education in schools’ matters: key learnings from our research on character strengths 7. Supporting English Language Education for Children from Refugee Backgrounds in Australian Schools 8. Designing, Delivering and Evaluating Resilience Programs in Post-Secondary Institutions in Times of COVID-19: Ten Key Considerations 9 Enhancing School–University Pre-Service Teacher Professional Experience with Online Wellbeing Masterclasses during COVID-19 10. Teachers’ Wellbeing During Times of Change and Disruption 11. Wellbeing Literacy as an Emancipatory and Transformative Capability 12. Destruction to Regeneration: How Community Trauma and Disruption Can Precipitate Collective Transformation 13. Flourishing Students in a Time of Change