Introduction Flourishing Profile Summary Survey Summary Survey Demographics Positive Emotions Negative Emotions...

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3 Page Introduction... 4 Flourishing Profile Summary... 6 Survey Summary... Survey Demographics... 8 Flourishing Profile Survey Scales in Detail Positive Emotions... 9 Negative Emotions... 1 Strengths Known Balance Absorption Positive Relationships Purpose... Community Goal Setting... 1 Self-Efficacy Accomplished Nutrition... 2 Exercise Sleep Detailed Health Results References

4 Introduction The Flourishing Profile (FP) is a multidimensional measure of wellbeing. The aim of the online survey is to provide periodic assessment of staff member wellbeing (according to PERMA-H). This enables objective assessment of the success of wellbeing interventions and can also be used to benchmark wellbeing against a normative sample. Feedback is provided at a whole of school level, and individual staff level (accessible by individual staff members only). The FP draws upon positive education principals and is consistent with the NSW Department of Education Wellbeing Framework for Schools (2) and the Geelong Grammar School Model for Positive Education (213). Central to the FP model is that wellbeing can be developed from a number of sources (or components). The acronym used to describe these components (as first proposed by Martin Seligman, 211) is PERMA. PERMA stands for positive emotions, engagement, positive relationships, meaningfulness, and accomplishment. The FP also includes the component of positive health as it is well understood that nutrition, physical activity and sleep play an important role in positive mental health outcomes. With the addition of the positive health dimension, the acronym that is used to describe the FP model of wellbeing is PERMA-H. PERMA-H Components Positive Emotions: Many studies have shown that positive emotions are frequently accompanied by better life circumstances including stronger relationships and improved physical health. Positive emotions can also assist to mitigate negative emotions caused by stressful events. Regularly experiencing positive emotions can assist individuals to perform at their peak as this tends to facilitate open-minded thinking, creativity and resilience. Engagement: Engagement (or flow) occurs when an individual becomes completely absorbed in what they are doing to the point he or she loses track of time. It occurs most often when there is a balance between the person's abilities and the challenge at hand. This experience can be highly enjoyable and rewarding and often comes from activities such as sport, music and hobbies. Positive Relationships: Human beings are designed for social connection. It is important for all people to have positive relationships with peers and family that are based on trust and mutual support. These relationships can create infectious positivity and also help to keep personal problems in perspective. Communication skills are important for giving and receiving social support and maintaining positive relationships. Meaningfulness: Whether it is linked to family or religion, the work people do or what they contribute to others, having a sense of purpose motivates, inspires and gives life meaning. Studies have shown that a sense of community and purpose are seen by most people as sources of meaning and value. Meaning transcends the self while happiness focuses on giving the self what it wants. Accomplishment: Achieving personal goals is incredibly satisfying and gives people confidence to pursue other challenges. Setting SMART (specific, measurable, achievable, relevant, and time-bound) goals provides structure in pursuits and increases the likelihood of success. Remaining optimistic despite set-backs is a hallmark of resilience and is important in order to maintain optimal mental wellbeing. 4

5 Health: In addition to Seligman's five components of wellbeing, the Flourishing Profile also incorporates the important dimension of health. Research has demonstrated that individuals with healthy diets, exercise and sleep habits generally experience greater physical and mental wellness than those with unhealthy lifestyles. Traditional Psychology versus Positive Psychology Psychology traditionally has been concerned with the identification and treatment of illness. There are now more than 2 classified forms of mental illness with anxiety and depression being amongst the most common forms. Positive psychology in comparison is concerned with wellbeing and has the goal of helping individuals and communities to flourish. From a public health approach, both traditional psychology and positive psychology are required to keep communities healthy and treat illnesses. In the public health model of disease prevention, preventative interventions are described as either primary, secondary, or tertiary interventions. In regards to mental health: The Public Health Model Applied to Mental Health Primary prevention interventions are typically targeted at a whole community. Secondary prevention interventions are targeted at individuals or groups at risk of developing an illness. Tertiary prevention is targeted at people who are distressed or who have developed a mental illness. The above diagram illustrates how the public health model can be applied to mental health. The goal of the FP is to inform school based mental health interventions at the primary prevention level. It is therefore suitable for use across the school community and may reduce the numbers of staff members requiring assistance at secondary and tertiary prevention levels. Tertiary Prevention (Illness Management) Goal: Care for individuals who have a mental illness Secondary Prevention (Risk Management) Goal: Identify and control risk factors to avoid escalation Primary Prevention (Wellbeing Promotion) Goal: Keep people well and assist to flourish Understanding this Report This summary report has been written under the assumption the reader has read and is familiar with the Flourishing at School Assessment Manual". This manual gives readers an appropriate understanding of how to interpret each part of this report, and includes important information regarding survey design, reliability, validity and normative information. Please ensure you are familiar with the technical manual before making decisions based on what is included in this report. If you require further assistance in understanding this summary report, please contact People Diagnostix:

6 Staff Summary Flourishing Profile Sample High School Inner Ring (1-3) Middle Ring (4-6) Outer Ring (-9) Dimensions coloured only to the inner ring indicate the majority of staff scored in the bottom 3th percentile compared to the Adult Working Norm Group. This is an area that is likely to be suitable for development in order to improve the wellbeing of staff in your school. Dimensions coloured to the middle ring indicate the majority of staff scored in the average range compared to the Adult Working Norm Group. Staff are likely to be doing satisfactorily in this area, however improvements could be made to increase overall wellbeing. Dimensions coloured to the outside ring indicate the majority of staff scored in the top 3th percentile compared to the Adult Working Norm Group. This is a likely area of strength and is probably assisting staff in your school to flourish. Wellbeing Development Areas Satisfactory Performance School Flourishing Areas No identified areas. Positive Emotions, Negative Emotions, Strengths Known, Balance, Absorption, Positive Relationships, Purpose, Community, Goal Setting, Self-Efficacy, Sleep. Accomplished, Nutrition, Exercise. 6

7 Survey Summary Responses Number Percentage Total Sample Males 2 3.6% Females % 9 Positive Emotions Negative Emotions Your School 2.8% 3.1% 3.1% Total Norm Group 28.2% 41.% 3.8% Your School 21.6% 3.1% 41.2% Total Norm Group 26.1% 3.8% 36.1% Strengths Known Balance Absorption Your School 26.8% 34.% 39.2% Total Norm Group 23.% 4.6% 3.% Your School 21.6% 3.1% 43.3% Total Norm Group 3.9% 39.6% 29.% Your School 18.6% 4.4% 34.% Total Norm Group 2.% 4.% 29.% Positive Relationships Your School 23.% 42.3% 34.% Total Norm Group 28.9% 41.8% 29.3% Purpose Community Your School 26.8% 41.2% 32.% Total Norm Group 2.% 44.6% 29.6% Your School 23.% 3.1% 39.2% Total Norm Group 2.6% 41.% 3.9% Goal Setting Self-Efficacy Accomplished Your School 22.% 3.1% 42.3% Total Norm Group 3.1% 34.3% 3.% Your School 2.6% 33.% 46.4% Total Norm Group 2.6% 42.8% 31.6% Your School 16.% 33.%.% Total Norm Group 3.% 38.9% 31.1% Nutrition Exercise Sleep Your School 13.4% 34.% 2.6% Total Norm Group 2.4% 4.1% 34.% Your School 2.8% 23.%.% Total Norm Group 3.% 32.3% 3.% Your School 29.9% 33.% 3.1% Total Norm Group 3.2% 39.% 3.8%

8 Survey Demographics Total Survey Responses: 9 6 Staff Distribution Primary Secondary Both Staff 3 12 Sex Males Females Total Percentage Total Percentage Your School 2 3.6% % Total Norm Group 1, 44.2% 1,362.8% 8

9 Positive Emotions Many studies have shown that positive emotions are frequently accompanied by better life circumstances including stronger relationships and improved physical health. Positive emotions can also assist to undo negative emotions caused by stressful events. Positive emotions can be a marker of flourishing, but can also assist individuals flourish. When staff regularly experience positive emotions such as joy and awe, they are likely to be more open-minded, creative and resilient. 6 Comparison Scores Your School Total Norm Group Descriptions Joy a feeling of pure happiness and contentment Gratitude an attitude of appreciation where you acknowledge some benefit you have received Awe feeling wonder and reverence toward something extremely powerful and admired The graph above illustrates the extent to which staff experienced six positive emotions (listed) in the past week in comparison to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to intensity: 1 - Not at all, 2 - Hardly at all, 3 - A little, 4 - Moderately, - Quite a bit, 6 - To a great extent, and - Extremely. Enthusiastic having great excitement and interest Hope a belief that things will turn out for the best Inspired feeling guided or moved by an emotionally uplifting experience Interpretation The median score for staff on the positive emotions scale was 4.6. This equates to experiencing a range of positive emotions (listed above) between "Moderately" and "Quite a bit" in the week leading up to the survey. The median benchmarked score for staff was (between the 41st-6th percentiles). This suggests the majority of staff at Sample High School experienced positive emotions such as joy, gratitude and awe to a similar extent in the week preceding the survey compared to most adults in the total norm group. Scaled Scores Frequency Your School 2.8% 3.1% 3.1% Total Norm Group 28.2% 41.% 3.8% 9

10 Negative Emotions Negative emotions often prompt narrow, immediate survival-oriented behaviours. For example the negative emotion of fear activates the fight-or-flight response to ready individuals for physical action. In this way, negative emotions can be considered adaptive in the short-term. Extended experience of negative emotions is undesirable however as they can decrease quality of life, lead to increased susceptibility to physical illnesses, and increase the risk of mental disorders such as depression and anxiety. 6 Comparison Scores Your School Descriptions Nervous high-strung or jumpy, or feeling uneasy Distressed feeling troubled, and a sense of danger Total Norm Group Scared feeling frightened or alarmed Upset an unhappy and worried mental state The graph above illustrates the extent to which staff experienced four negative emotions (listed) in the past week in comparison to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to intensity: 1 - Not at all, 2 - Hardly at all, 3 - A little, 4 - Moderately, - Quite a bit, 6 - To a great extent, and - Extremely. Interpretation The median score for staff on the negative emotions scale was 2.2. This equates to experiencing a range of negative emotions (listed above) between "Hardly at all" and "A little" in the week leading up to the survey. The median benchmarked score for staff was 6 (between the 61st-th percentiles). This suggests the majority of staff at Sample High School experienced negative emotions such as nervous, distressed and upset to a similar extent in the week preceding the survey compared to most adults in the total norm group. Scaled Scores Frequency Your School 21.6% 3.1% 41.2% Total Norm Group 26.1% 3.8% 36.1% 1

11 Strengths Known Research shows that knowing and applying character strengths increases life satisfaction and wellbeing. Applying these strengths in appropriately challenging activities can also increase the chance of experiencing flow which is known to improve wellbeing. The staff member who is consciously aware of what his or her strengths are, is more able to choose activities and work that will hold their interest, give them confidence and inspire them. Comparison Scores Your School Example Survey Item How well do you know your personal strengths? I know my strengths well Total Norm Group The graph above illustrates the level of agreement regarding knowing one s individual strengths compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to level of agreement: 1 - Strongly disagree, 2 - Disagree, 3 - Slightly disagree, 4 - Neither agree nor disagree, - Slightly agree, 6 - Agree, and - Strongly agree. Interpretation The median score for staff on the strengths known scale was 6. This equates to a rate of agreement of "Agree" of knowing one s personal strengths and activities best suited to. The median benchmarked score for staff was 6 (between the 61st-th percentiles). This suggests the majority of staff at Sample High School are as familiar with their personal strengths as most adults in the total norm group. Scaled Scores Frequency Your School 26.8% 34.% 39.2% Total Norm Group 23.% 4.6% 3.% 11

12 Balance Engagement (or the experience of flow) most often occurs when performing a skill based task and when there is a good balance between the individual s abilities and the challenge at hand. In contrast, tasks that are too easy often create boredom, and tasks that are too difficult can lead to frustration. The flow experience can be highly enjoyable and rewarding on a number of levels and can be enhanced by savouring techniques such as informal mindfulness. Comparison Scores Your School Total Norm Group Example Survey Item In the past week how frequently have you performed tasks (at school or outside of school) where you experienced the following? What I had to do matched my skills well The graph above illustrates the frequency of which staff report experiencing balance between their own skill level and difficulty of tasks performed during the previous week compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to frequency: 1 - Never, 2 - Almost never, 3 - Rarely, 4 - Sometimes, - Often, 6 - Very often, and - Most of the time. Interpretation The median score for staff on the balance scale was.33. This equates to a frequency between "Often" and "Very often" where staff were engaged in activities where task difficulty was well matched by their individual skill level (in the week preceding the survey). The median benchmarked score for staff was 6 (between the 61st-th percentiles). This suggests the majority of staff at Sample High School participated in activities where there was a good balance between task difficulty and their skill level at a similar frequency compared with adults in the total norm group. Scaled Scores Frequency Your School 21.6% 3.1% 43.3% Total Norm Group 3.9% 39.6% 29.% 12

13 Absorption The flow experience is marked by complete absorption in a task. Flow researcher Mihaly Csikszentmihalyi (28) reports that during this optimal experience individuals feel strong, alert, in effortless control, unselfconscious, and at the peak of their abilities. Typically the individual will lose track of time and lose focus on the surrounding environment as they become completely immersed in what they are doing. While some staff may experience flow in school work, it can also be experienced from other skill based activities such as sports and music. Comparison Scores Your School Total Norm Group Example Survey Item In the past week how frequently have you performed tasks (at school or outside of school) where you experienced the following? Time passed faster than I thought it did during the activity The graph above illustrates the frequency of which staff report experiencing absorption in tasks performed during the previous week compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to frequency: 1 - Never, 2 - Almost never, 3 - Rarely, 4 - Sometimes, - Often, 6 - Very often, and - Most of the time. Interpretation The median score for staff on the absorption scale was 4.6. This equates to a frequency between "Sometimes" and "Often" where staff were engaged in activities to the point they lost track of time and were unaware of the world around them (in the week preceding the survey). The median benchmarked score for staff was (between the 41st-6th percentiles). This suggests the majority of staff at Sample High School experienced absorption in activities at a similar frequency compared with adults in the total norm group. Scaled Scores Frequency Your School 18.6% 4.4% 34.% Total Norm Group 2.% 4.% 29.% 13

14 Positive Relationships Human beings are designed for social connection. It is important for individuals to have positive relationships with colleagues, friends and family that are based on trust and mutual support. These relationships can create infectious positive emotions and also help to keep personal problems in perspective. Communication skills are important for giving and receiving social support and maintaining positive relationships. 6 Comparison Scores Your School Example Survey Item Please rate your level of agreement with the following statements. My friends and I trust each other Total Norm Group The graph above illustrates the level of agreement regarding staff member s self-reported positive relationships compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to level of agreement: 1 - Strongly disagree, 2 - Disagree, 3 - Slightly disagree, 4 - Neither agree nor disagree, - Slightly agree, 6 - Agree, and - Strongly agree. Interpretation The median score for staff on the positive relationships scale was 6.. This equates to a rate of agreement between "Agree" and "Strongly agree" of having enjoyable and trusted relationships with family and friends. The median benchmarked score for staff was 6 (between the 61st-th percentiles). This suggests the majority of staff at Sample High School have relationships that could be considered as similarly positive as most adults in the total norm group. Scaled Scores Frequency Your School 23.% 42.3% 34.% Total Norm Group 28.9% 41.8% 29.3% 14

15 Purpose Individuals are at their best when they dedicate their time to something greater than themselves. Staff can find meaning and purpose in their school community as well as in their life outside of school. Whether it is linked to family or religion, the work people do or what they contribute to others, having a sense of purpose motivates, inspires and gives life meaning. Whatever individuals choose to do, it is important to feel it is consistent with their own personal values and beliefs. Comparison Scores Your School Example Survey Item Please rate your level of agreement with the following statements. I have a sense of direction in my life Total Norm Group The graph above illustrates the level of agreement regarding staff s sense of purpose compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to level of agreement: 1 - Strongly disagree, 2 - Disagree, 3 - Slightly disagree, 4 - Neither agree nor disagree, - Slightly agree, 6 - Agree, and - Strongly agree. Interpretation The median score for staff on the purpose scale was.6. This equates to a rate of agreement between "Slightly agree" and "Agree" of staff feeling they have a sense of direction or purpose. The median benchmarked score for staff was 6 (between the 61st-th percentiles). This suggests the majority of staff at Sample High School possess a similar level of purpose compared with adults in the total norm group. Scaled Scores Frequency Your School 26.8% 41.2% 32.% Total Norm Group 2.% 44.6% 29.6%

16 Community Once an individual understands what they value and develops purpose, they can focus on making in difference in the lives of others and giving to a cause greater than themselves. Research has shown that people who belong to a community and pursue shared goals are happier than people who do not. Meaning transcends the self while happiness focuses on giving the self what it wants. 6 Comparison Scores Your School Total Norm Group Example Survey Item Please rate your level of agreement with the following statements. I see how I can make a difference in other people's lives The graph above illustrates the level of agreement regarding staff beliefs that they are able to positively influence the community compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to level of agreement: 1 - Strongly disagree, 2 - Disagree, 3 - Slightly disagree, 4 - Neither agree nor disagree, - Slightly agree, 6 - Agree, and - Strongly agree. Interpretation The median score for staff on the community scale was.6. This equates to a rate of agreement between "Slightly agree" and "Agree" of staff feeling they could have a positive impact on other people s lives. The median benchmarked score for staff was 6 (between the 61st-th percentiles). This suggests the majority of staff at Sample High School have a similar level of belief in their ability to positively impact their community compared adults in the total norm group. Scaled Scores Frequency Your School 23.% 3.1% 39.2% Total Norm Group 2.6% 41.% 3.9% 16

17 Goal Setting Goals are a form of motivation for individuals to put time and energy towards worthwhile endeavours. Setting SMART (specific, measurable, achievable, relevant, and time-bound) goals can give individuals structure in their pursuits and increases the likelihood of success. Goal setting can be used both at work and at home in order to facilitate accomplishment. Breaking down long-term goals into smaller, achievable stages is one way staff can maintain motivation and perseverance. 6 Comparison Scores Your School Example Survey Item How frequently do you do the following? I work towards the goals I set myself Total Norm Group The graph above illustrates the frequency of which staff report setting and working towards realistic goals compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to frequency: 1 - Never, 2 - Almost never, 3 - Rarely, 4 - Sometimes, - Often, 6 - Very often, and - Most of the time. Interpretation The median score for staff on the goal setting scale was.6. This equates to a frequency between "Often" and "Very often" of setting and working towards realistic goals. The median benchmarked score for staff was 6 (between the 61st-th percentiles). This suggests the majority of staff at Sample High School set and work towards achieving realistic goals at a similar frequency compared with other adults in the total norm group. Scaled Scores Frequency Your School 22.% 3.1% 42.3% Total Norm Group 3.1% 34.3% 3.% 1

18 Self-Efficacy Achieving goals particularly ones which stretch an individual s abilities and resources can be incredibly satisfying. Accomplishing previously set goals gives staff confidence in their abilities, increasing self-efficacy. It can also create a willingness to pursue other, more challenging goals. Remaining optimistic despite set-backs is a hallmark of resilience and is important in order for staff to maintain optimal mental wellbeing. 8 Comparison Scores Your School Total Norm Group Example Survey Item Please rate your level of agreement with the following statements. I am confident to go after challenging goals The graph above illustrates the extent to which staff feel confident in their ability to be successful in achieving goals they set for themselves compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to level of agreement: 1 - Strongly disagree, 2 - Disagree, 3 - Slightly disagree, 4 - Neither agree nor disagree, - Slightly agree, 6 - Agree, and - Strongly agree. Interpretation The median score for staff on the selfefficacy scale was.6. This equates to a rate of agreement between "Slightly agree" and "Agree" of staff member s self-efficacy beliefs pertaining to goal attainment. The median benchmarked score for staff was 6 (between the 61st-th percentiles). This suggests the majority of staff at Sample High School have a similar level of confidence in their ability to successfully attain self-set goals compared with adults in the total norm group. Scaled Scores Frequency Your School 2.6% 33.% 46.4% Total Norm Group 2.6% 42.8% 31.6% 18

19 Accomplished Often people allow time to go by without noting any specific achievement. Tracking and celebrating successes (even little ones!) is an easy way to increase wellbeing. Finishing a task or accomplishing a goal can be rewarding in itself and this positive feeling can be increased by savouring the moment. Replaying this moment in the future by revisiting the memory can also increase happiness over and over again. 8 Comparison Scores Your School Total Norm Group Example Survey Item Please rate your level of agreement with the following statements. I do specific things regularly that give me a sense of accomplishment The graph above illustrates the extent to which staff experience the satisfaction of accomplishment compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores refer to level of agreement: 1 - Strongly disagree, 2 - Disagree, 3 - Slightly disagree, 4 - Neither agree nor disagree, - Slightly agree, 6 - Agree, and - Strongly agree. Interpretation The median score for staff on the accomplished scale was This equates to a level of agreement between "Agree" and "Strongly agree" of staff experiencing the satisfaction of accomplishing various tasks and major goals. The median benchmarked score for staff was (between the 1st-8th percentiles). This suggests the majority of staff at Sample High School have a greater level of satisfaction with accomplishments compared with adults in the total norm group. Scaled Scores Frequency Your School 16.% 33.%.% Total Norm Group 3.% 38.9% 31.1% 19

20 Nutrition Eating a balanced diet is important to maintain mental wellness. Individuals are more likely to have a balanced mood and feelings of wellbeing if they consume meals at regular intervals and maintain a diet that includes adequate amounts of complex carbohydrates, essential fats, amino acids, vitamins, minerals and plenty of water. Omega-3 fatty acids (found in seafood) in particular play a crucial role in healthy brain function. Comparison Scores Your School Example Survey Item About how many serves of vegetables do you eat each day? (1 serve = ½ cup or the size of a computer mouse). Total Norm Group The graph above illustrates the dietary habits of staff compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Scores of 1-3 indicates a poor diet, 4 refers to a diet that is neither good nor poor, and - refers to a predominantly healthy diet that is likely to be promoting good physical and mental wellbeing. Interpretation The median score for staff on the nutrition scale was 4.6. This equates to a typical staff member's nutrition that is neither good nor poor. The median benchmarked score for staff was (between the 1st-8th percentiles). This suggests the majority of staff at Sample High School have a diet more likely to promote high levels of physical and mental wellbeing compared with adults in the total norm group. Scaled Scores Frequency Your School 13.4% 34.% 2.6% Total Norm Group 2.4% 4.1% 34.% 2

21 Exercise Exercise can increase the level of endorphins in the brain which have mood-lifting properties. Aerobic and resistance exercise can also increase the level of brain serotonin, a neurotransmitter involved in regulating mood, sleep, libido, appetite and other functions. Regular exercise can protect the mental wellness of staff by increasing energy levels, improving sleep, distracting from stressful events, providing social support (if done with other people), and by increasing self-esteem. Comparison Scores Your School Total Norm Group Example Survey Item About how often do you engage in high intensity exercise for at least 3 minutes (e.g. running, cycling, swimming, basketball, netball etc.)? The graph above illustrates the extent to which staff s exercise habits are likely to be mental health promoting compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Regular aerobic or resistance exercise is weighted higher than low levels of exercise. Scores of 1-3 indicates poor levels of exercise, 4 refers exercise habits that are neither good nor poor, and - refers to exercise that is likely to promote good mental health and overall wellbeing. Interpretation The median score for staff on the exercise scale was.6. This equates to a typical staff member's exercise habits that are likely to promote good mental health and overall wellbeing. The median benchmarked score for staff was (between the 1st-8th percentiles). This suggests the majority of staff at Sample High School have exercise habits more likely to promote high levels of physical and mental wellbeing compared with adults in the total norm group. Scaled Scores Frequency Your School 2.8% 23.%.% Total Norm Group 3.% 32.3% 3.% 21

22 Sleep Most adults require between -9 hours of sleep each night for optimal physical and mental wellness. Regularly obtaining too little sleep or poor quality sleep (due to sleep disorders or bad sleep habits) can contribute to a depressed mood, increased irritability, compromised short term memory, and decreased resiliency. Long term poor sleep can increase the risk of developing cardiovascular disease, type 2 diabetes, and even depression and anxiety. 6 Comparison Scores Your School Example Survey Item About how long do you sleep most nights? Total Norm Group The graph above illustrates the extent to which staff s sleep habits are likely to be promoting high levels of wellbeing compared to the total norm group. The boxplot shows median score (centre line), 1st quartile, 3rd quartile (outside lines) for each group. Whiskers indicate minimum and maximum scores. Sleep duration is weighted higher than sleep quality questions. Scores of 1-3 indicates poor sleep health, 4 refers to sleep that is neither good nor poor, and - refers to sleep that is likely to promote good physical and mental health. Interpretation The median score for staff on the sleep scale was.6. This equates to a typical staff member s quantity and quality of sleep that is likely to promote good physical and mental health. The median benchmarked score for staff was (between the 41st-6th percentiles). This suggests the majority of staff at Sample High School typically have sleep that is able to promote good physical and mental wellbeing at a similar level to adults in the total norm group. Scaled Scores Frequency Your School 29.9% 33.% 3.1% Total Norm Group 3.2% 39.% 3.8% 22

23 Detailed Health Results The following section provides detailed information on staff member responses to the health items regarding nutrition, exercise and sleep. Nutrition About how many pieces of fruit do you eat most days? or more About how many serves of vegetables do you eat each day (1 serve = ½ cup or the size of a computer mouse) or more 4 About how often do you eat fish or other seafood (e.g. Crayfish, crabs, prawns etc.)? Rarely or never day/wk 2 days/wk 3 days/wk 4 days/wk days/wk 6 days/wk 23

24 About how often do you use Omega3 supplements (fish oil tablets)? 1 13 Rarely or never day/wk 2 days/wk 3 days/wk 4 days/wk days/wk 6 days/wk Rarely or never About how often do you skip meals? day/wk 2 days/wk 3 days/wk 4 days/wk days/wk 6 days/wk 2 1 Which meal do you most often skip? Breakfast Lunch Dinner About how many glasses of water do you drink most days (not including soft drinks/energy drinks/, juices, coffee/tea)? or more

25 > 3 mg/day mg/day Daily Caffeine Intake mg/day -199 mg/day mg/day -99 mg/day mg/day Average Servings per Day Tea (black and/or green).4 Coffee.8 Cola Drinks.16 Pre work out supplements/weight loss pills. Energy Drinks

26 Exercise About how often do you engage in low levels of exercise for at least 3 minutes a day (e.g. walking, gardening etc.)? Rarely or never day/wk 2 days/wk 3 days/wk 4 days/wk days/wk 6 days/wk About how often do you engage in high intensity exercise for at least 3 minutes (e.g. running, cycling, swimming, basketball, netball etc.)? 2 4 Rarely or never day/wk 2 days/wk 3 days/wk 4 days/wk days/wk 6 days/wk 2 23 About how often do you lift weights, practice Pilates, do yoga or other resistance training at the gym or similar? Rarely or never day/wk 2 days/wk 3 days/wk 4 days/wk days/wk 6 days/wk 26

27 Sleep Less than 6 hours About how long do you sleep most nights? hours hours 8 hours 9 hours 1 hours More than 1 hours About how long does it usually take you to fall asleep at night? minutes or more 3-6 minutes 1-3 minutes Less than 1 minutes I wake up in the morning feeling full of energy Rarely or never day/wk 2 days/wk 3 days/wk 4 days/wk days/wk 6 days/wk I wake up in the morning feeling tired and unrefreshed days/wk days/wk 4 days/wk 3 days/wk 2 days/wk 1 day/wk Rarely or never 9 2

28 I wake up at night and then take more than 3 minutes to fall back to sleep days/wk days/wk 4 days/wk 3 days/wk 2 days/wk 1 day/wk Rarely or never I am told that I snore days/wk days/wk 4 days/wk 3 days/wk 2 days/wk 1 day/wk Rarely or never 99 1 I get itchy/crawly or difficult to describe sensations on my legs (or arms) as I am attempting to get to sleep days/wk days/wk 4 days/wk 3 days/wk 2 days/wk 1 day/wk Rarely or never I need to move my legs in bed at night as I cannot keep them still days/wk days/wk 4 days/wk 3 days/wk 2 days/wk 1 day/wk Rarely or never

29 I use a device with a backlit screen in the last 3 minutes before bed-time (e.g. smartphone, television, computer, tablet PC etc.) days/wk days/wk 4 days/wk 3 days/wk 2 days/wk 1 day/wk Rarely or never

30 References Csikszentmihalyi, M. (28). Flow: The Psychology of Optimal Experience. New York, NY: HarperPerennial. NSW Department of Education and Communities (2). The Wellbeing Framework for Schools. Available at: Norrish, J. M., Williams, P., O Connor, M., & Robinson, J. (213). An applied framework for positive education. International Journal of Wellbeing, 3(2), Seligman, M. (211). Flourish: A Visionary New Understanding of Happiness and Well-being. Free Press, New York, NY. 3