010050 Student Welfare: Implications for Teaching and Learning
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2023 is available in the Archives.
Credit points: 6 cp
UndergraduateResult type: Grade, no marks
There are course requisites for this subject. See access conditions.
Living in contemporary society presents many challenges affecting students' readiness to learn and engage with others. This subject describes and analyses some welfare issues currently dealt with in the primary school context. Issues addressed include children's rights, youth suicide, grief, drug and alcohol problems, domestic violence, child abuse, bullying, adoption, and eating disorders. An important aim is to assist future teachers to follow referral procedure, identify appropriate resources and use strategies for coping with these situations when they arise. Presentation of this subject involves visiting experts in their field. It does not have a counselling function.
Subject learning objectives (SLOs)
|a.||Gain an awareness of the nature of student welfare issues and guidelines for their management in the primary school|
|b.||Develop knowledge of the rights of children and the responsibilities of their caregivers, including teachers|
|c.||Develop skills in finding and communicating information and resources relating to welfare issues (e.g. drug/alcohol problems, dysfunctional families, child abuse, health issues, youth suicide, grief, domestic violence. bullying, adoption and eating disorders|
|d.||Identify government and community agencies which provide child support and support to schools|
|e.||Consider and develop strategies applicable in the school situation appropriate for the classroom teaching when relating to children with welfare-related problems|
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Know students and how they learn (encourage self-knowledge, know yourself to engage, critically evaluate contexts; physical, social and emotional dimensions of learners, i.e. special needs) (1.1)
- Create and maintain supportive, well-managed and safe learning environments (1.4)
- Enquire into and research practice to improve educational experiences and outcomes (2.1)
- Engage professionally with colleagues, parents/carers and the community (practise skills of resilience, resourcefulness, responsiveness and reflection) (5.1)
- Are professionals with a profound ethical foundation and sense of social responsibility and a commitment to social justice (5.2)
- Are effective communicators highly skilled in new literacies (6.3)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional readiness
1.1 Know students and how they learn, with an ability to critically evaluate the physical, social and emotional dimensions of learners
1.4 Create and maintain supportive, well-managed and safe learning environments
2. Critical and creative inquiry
2.1 Enquire into and research practice to improve educational experiences and outcomes
5. Active citizenship
5.1 Engage professionally with colleagues, parents/carers and the community
5.2 Are professionals with a profound ethical foundation and sense of social responsibility and a commitment to social justice
6. Effective communication
6.3 Are effective communicators highly skilled in new literacies
Teaching and learning strategies
Learning experiences will include large and small group discussions, presentations by the groups and guest speakers, as appropriate, and an in-depth written report related to a chosen area of student welfare.
Students will typically experience the learning in this subject through the following processes and/or content that will be covered.
Visiting professionals will provide current examples and relevant experience of student welfare issues. Specialised input is given by those with expertise in their fields. Guest lecturers with awareness of student welfare issues will be invited to participate from DET the NSW Department of Education and Training.
Mode of Delivery
Seminars/workshops. Learning experiences will include large and small group discussions, presentations by groups and guest speakers, as appropriate, and an in-depth oral and written report by students related to a chosen area of student welfare.
- Issues facing young people today; overview. Welfare issues that students/future teachers might experience in their personal and professional lives, including:
children’s rights, youth suicide, grief, drug and alcohol problems, domestic violence, child abuse, bullying, adoption and eating disorders.
The social context of welfare issues and how welfare issues can be dealt with in the primary school.
The role of school counsellors and professional support.
- Bereavement & Youth Suicide
- Domestic Violence & Child Abuse
- Substance Abuse – drugs, alcohol.
- Child hospitalisation and health issues (i.e.anorexia, bulimia).
- Family issues (such as divorce, family member in prison or |with gambling problem, adoption)
Assessment task 1: Interview with a teacher on welfare /wellbeing issues for primary students, and written report
a, b, c, d and e
Duration of interview - 30 minutes max
Written report - 1500 words (use recommended outline provided above)
|Criteria linkages:|| |
Assessment task 2: Investigation of student welfare/wellbeing issue - Presentation to class and information brochure
a, c, d and e
Double sided A4 brochure or infographic
|Criteria linkages:|| |
Students are expected to read the subject outline and be familiar with the following assessment and attendance requirements: This is a graded subject. All assessment will contribute to the final assessment. Grades will be awarded on the basis of the weighted individual marks/grades gained in the various components of the assessment.
There is no required text for this subject. All essential readings will be made available through UTSOnline.
Blaney, J. (2013). Understanding and responding to traumatised children in a school context. (Queensland: Key Assets).
Johnson, B., Down, B., Le Cornu, R., Peters, J. Sullivan, A., Pearce, J. & Hunter, J. (2012). Early career teachers: Stories of resilience. Adelaide: University of South Australia). (Chapter 6).
McKissock, D. (1998). The grief of our children. Sydney: ABC Books.
McCallum, F. & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 9-34. Available at http://www.ojs.unisa.edu.au/index.php/JSW/article/viewFile/599/522
New South Wales Department of School Education. (1996). Student Welfare, good discipline and effective learning policy. Available at
Oates, K. (2011), Children Require Discipline But Not Smacking or The Slap. Happy Child. Available at http://happychild.com.au/articles/children-require-discipline-but-not-smacking-or-the-slap
Perry, B. (2013). Bonding and attachment in maltreated children: Consequences of emotional neglect in childhood. (Child Trauma Academy).
Wood, F.B. (2008). Grief: Helping young children cope. Young Children, pp. 28-31.
Young Carers reources: available http://www.youngcarersnsw.org.au/for-professionals/research/.
There are set readings and other digital resources for this subject that students are required to read/view. Students can access these through UTSOnline.