Socially transformative wellbeing practices in flexible learning environments: Invoking an education of hope

Objectives: Student wellbeing is closely linked to young people’s satisfaction with life at school. Wellbeing practices in an alternative learning environment take on a particularly significant role as they aim to re-engage young people who are disenfranchised from Australia’s education system. The Wellbeing Project, which is described and reported on here, aimed to capture young people’s perceptions to strengthen and create a Youth+ model of wellbeing in participating centres. Design: A mixed methods approach was employed to explore student experiences of wellbeing. A quantitative methodology informed the development of surveys, and focus groups adopted a semi-structured qualitative approach. Setting: Youth+ Flexible Learning Centres (Flexis) in various parts of Australia. Method: Students in the flexible learning centres were invited to complete a survey during class time. Young people from each centre were then invited to participate in focus group discussions. Four groups were held in Melbourne, two in Geelong and Adelaide and one each in Hobart, St Mary’s, Alice Springs, Wollongong and Geraldton. Results: Thematic analysis revealed that being supported by staff to learn and working towards long-term goals in an individual way were central to the development of wellbeing among young people involved in the centres. Relationships with staff were highly valued. Conclusion: Findings demonstrate that wellbeing for young people in flexible learning centres is associated with staff support and respect. There is value in giving young people the opportunity to engage in a socially transformative education, enabling them to envision new learning and work opportunities.