This opening module sets the foundation for the Staff Wellbeing Booster Program.

Through Daniela’s short video, staff explore what wellbeing really means — and what it’s not. Rather than focusing on happiness or self-care trends, the video introduces wellbeing as energy — mental, emotional, social, physical, and spiritual — and draws on wellbeing science to show how small, intentional shifts can make a big difference.

Educators learn that wellbeing is not about being happy all the time, but about maintaining and restoring energy in ways that help us feel good and function well, even on the hard days.

In this module, staff explore the role of Cognitive Wellbeing — how our thoughts shape the way we feel and function at work.

Drawing on insights from Cognitive Behavioural Therapy (CBT) and Positive Psychology, Daniela introduces the idea that every educator has an inner critic — a constant internal voice that can either enhance or drain our energy.

Staff learn about helpful versus harmful thinking, and how patterns of self-talk influence focus, motivation, and professional efficacy. The video explains that wellbeing begins with noticing — becoming aware of unhelpful thinking traps and recognising that thoughts are not facts.

In this module, staff explore Emotional Wellbeing — understanding emotions as energy in motion, and learning how to recognise, name, and regulate them in healthy ways.

Daniela introduces the idea that teaching is an emotional vocation, where staff experience a wide spectrum of emotions every day — joy, frustration, pride, disappointment, calm, and overwhelm.

Drawing on Barbara Fredrickson’s Broaden and Build Theory, educators learn that positive emotions such as curiosity, gratitude, and connection expand our thinking and build resilience, while so-called negative emotions like anger or fear are valuable signals that help us protect boundaries and identify what matters most.

The video also unpacks the neuroscience of emotions, explaining how the stress response activates the sympathetic nervous system, and how chronic activation can drain emotional energy. Staff are encouraged to notice the difference between stressors (what happens outside of us) and the stress response (what happens inside of us).

In this module, staff explore the role of Social Wellbeing — the quality of our relationships and the degree to which we feel seen, heard, and valued at work.

Daniela introduces the idea that teaching is an emotional and relational profession where our sense of connection deeply shapes how we feel and function. Relationships with students, parents, and colleagues can either energise or exhaust us — but they are also one of our greatest sources of resilience.

Drawing on Positive Psychology and the science of belonging, staff learn that humans are wired for connection — and that feeling like we matter at work involves both being valued and adding value to others.
The video also explores the difference between recognition and appreciation:

• Recognition celebrates what people do — their performance and achievements.
• Appreciation honours who people are — their effort, attitude, and presence.

When we balance both, we create a culture where people feel respected for their contribution and cared for as human beings.

In this module, staff explore Physical Wellbeing — how the way we eat, sleep, and move directly affects how we think, feel, and function at work.

Daniela reminds us that wellbeing isn’t just about mindset — it’s about energy management.
Time is fixed, but energy is renewable. When we care for our bodies, we give our minds the foundation they need to focus, cope, and connect.

The video explains the science of energy and recovery — how our nervous system, hormones, and brain are all influenced by physical habits.
When we move, we complete the stress cycle, releasing built-up cortisol and adrenaline.
When we eat nourishing foods, we stabilise mood and concentration.
When we sleep well, we allow the brain to process and restore.

In this module, staff explore Spiritual Wellbeing — understanding what gives life and work meaning.

Daniela reframes spirituality as the sense of purpose, alignment, and belief that what I do makes a difference.
It’s about the connection between our values, our work, and our sense of contribution.

Drawing on the research of Michael Steger, staff learn that meaning has three elements:

• understanding ourselves,
• understanding the world around us, and
• understanding how we fit within it.

The module also explores two key wellbeing frameworks:

• Hedonic wellbeing – feeling good (joy, satisfaction, pleasure).
• Eudaimonic wellbeing – doing good (purpose, contribution, growth).

Educators recognise that some tasks feel good, while others simply do good — both are vital for a sense of wholeness and purpose.

Finally, Daniela introduces the concept of self-efficacy — our belief that our actions have impact.
When we believe we make a difference, our motivation and resilience rise.
When that belief fades, so does our energy and sense of meaning.

In this final module, staff reflect on their wellbeing journey — individually and collectively.
Daniela reminds participants that wellbeing isn’t something we finish or fix; it’s a practice that requires attention, consistency, and compassion.

Across the previous six modules, staff have explored the many layers of wellbeing:

1. What wellbeing is (and isn’t) – understanding it as energy, not endless happiness.
2. Cognitive wellbeing – how our thinking can be helpful or harmful.
3. Emotional wellbeing – how we notice and manage our feelings.
4. Social wellbeing – how connection helps us feel valued and seen.
5. Physical wellbeing – how we renew energy through movement, rest, and nutrition.
6. Spiritual wellbeing – how values and purpose help us feel our work matters.

This module reinforces that wellbeing is dynamic — it requires daily decisions, small actions, and ongoing awareness. Like fitness, if we stop doing it, the benefits fade.

The program has been designed for any school leader, wellbeing champion, or team facilitator to guide the sessions.

The program leader does NOT need to be a wellbeing expert. Their role is to create the conditions for adult learning and connection.

The program leader decides on the structure that will work best for your school.

This program is designed to make wellbeing learning simple, short, and shared. 

It’s not another job to squeeze into your already full week — it’s a ready-made structure that fits neatly into what schools are already doing.

You can use the Staff Wellbeing Booster Program during:

• Staff or team meetings
• Professional learning sessions
• Wellbeing weeks or focus days
• Casual catch-ups or planning days

Each of the 7 modules includes three easy parts:

1. A 5-minute video
   Watch together as a staff team. Daniela brings the science and the real talk — helping everyone understand what this domain of wellbeing means for life in schools.

2. A Reflect & Connect Guide (Playbook 2)
   Use this with your team after watching the video. It’s full of ready-to-go questions and short activities designed to spark reflection, conversation, and connection. There’s no prep required — just print, project, or share it digitally.

3. A Facilitator Guide (Playbook 1)
   This guide is for whoever is leading the session — whether that’s a wellbeing leader, principal, or volunteer staff member. It provides step-by-step prompts, suggested timing, and practical tips to help the session run smoothly and on time.

Each module takes about 20–25 minutes to complete from start to finish — perfect for a short staff meeting or as part of a professional learning block.

You can choose to:

• Run one module each term,
• Complete a wellbeing “mini-series” over a few weeks, or
• Dip in and out, using modules that suit your current staff priorities.

There’s no set order (though starting with the Introduction is a good idea) and no need for extra materials. Just gather your team, press play, and let the guided reflections do the rest.

Being a facilitator in this program is not about being the wellbeing expert — it’s about creating the conditions where adults can learn, reflect, and connect.

Think of yourself as the host of the learning space, not the hero of it.

Your role is to:
✅ Provide structure — guide the timing and flow of each session.
✅ Set psychological safety — remind staff this is a space for curiosity, not judgement.
✅ Encourage voice and choice — invite, never force, participation.
✅ Model authenticity — share your reflections openly and honestly.
✅ Be present — listen more than you talk.

Your role is not to:
❌ Have all the answers.
❌ Fix people’s problems or give advice.
❌ Act as a counsellor or therapist.
❌ Force positivity or “make” people feel better.

Your job is to hold space, not solve space.

You create the boundaries and bring the resources — the learning happens within the group.

The Staff Wellbeing Booster Program was designed to fit neatly into existing school structures — not add more to your list.
Each module takes around 20–25 minutes to run and can be delivered flexibly across the term or year.
Below are three easy-to-follow options you can adapt to suit your context and calendar.

Option 1: One Module per Term (Deep & Reflective)

Best for: Schools wanting to embed wellbeing gradually across the year.

• Run one module each term during a staff meeting or professional learning slot.
• Encourage staff to focus on one domain of wellbeing each term — applying Buddy Boosts and reflections in real time.
• Revisit the previous module at the start of each new term for a quick check-in: “What worked? What shifted?”
• This approach allows for depth, discussion, and lasting change.

Example:

• Term 1 – Introduction & Cognitive Wellbeing
• Term 2 – Emotional & Social Wellbeing
• Term 3 – Physical & Spiritual Wellbeing
• Term 4 – Summary & Celebration

Option 2: One Module per Month (Consistent Momentum)

Best for: Schools seeking regular, bite-sized wellbeing learning.

• Dedicate one staff meeting per month to a module (e.g. Week 3 or Week 6).
• Between sessions, invite staff to share small wins or reflections during brief check-ins.
• Use the posters as visual reminders to keep wellbeing themes visible between sessions.

Example:

• February – Module 1: What Wellbeing Is (and Isn’t)
• March – Module 2: Cognitive Wellbeing
• April – Module 3: Emotional Wellbeing
• May – Module 4: Social Wellbeing
• June – Module 5: Physical Wellbeing
• July – Module 6: Spiritual Wellbeing
• August – Module 7: Summary

Option 3: Wellbeing Week or Whole-Day PL (Immersive Boost)

Best for: Schools wanting an intensive shared experience.

• Run all seven modules across a single professional learning day or Wellbeing Week.
• Use the Reflect & Connect Guides as breakout activities between sessions.
• Allow space for group discussion, personal reflection, and movement breaks.
• Finish the day with Module 7 as a collective celebration and planning session.

Example:

• Morning: Modules 1–3 (Understanding Self)
• Midday: Modules 4–5 (Connection & Energy)
• Afternoon: Modules 6–7 (Meaning & Momentum)

 Remember: wellbeing isn’t another initiative — it’s a shared mindset.
Start where you are, use what you have, and take one small step at a time.

Consistency beats intensity every time.