Four Ideas Behind Our Well-being Vision

Written by Head of Well-being, Kerry Larby

As we relaunch PERMA‑V across St Andrew’s College, it’s important to share not only the framework itself, but the ideas that sit beneath it. Every school’s approach to well-being grows from a deeper philosophy - one that shapes how we teach, how we relate, and how we help young people flourish. At StAC, our work is guided by four core beliefs about well-being. These beliefs form the foundation of PERMA‑V and explain why this framework is the right fit for our College. All staff have already reflected on these beliefs in our recent launch, and they form the basis of the PERMA‑V guide we are now using across the school.

1. Well-being is a skill that can grow

We often talk about well-being as if it’s something fixed - something people either “have” or “don’t have.” We take a different view. We believe well-being is more than what happens to us; it’s something we can build. Students can learn skills that shape how they think, feel, and act. These include emotional regulation, helpful thinking patterns, strengthening focus, and developing coping strategies that support resilience. Like any skill, well-being grows over time with intentional practice. This belief gives young people confidence: no matter where they start, they can take meaningful steps toward greater well-being.

2. Well-being is social

Human beings are wired for connection. Young people flourish when they feel they belong, when they are part of something bigger than themselves, and when their relationships are supportive and trusting. At St Andrew’s, we see well-being as something we build together. How we listen, include, care, and show up for one another matters. Relationships aren’t an “add‑on” to well-being - they are at the heart of it. This belief underpins our commitment to a school culture where students feel known, valued, and supported.

3. Character and agency matter

We want our students to see themselves as capable and resourceful. When young people understand their strengths and recognise how those strengths show up in learning, friendships, and leadership, they begin to approach challenge with greater confidence. Agency helps students understand that their actions matter - that they can make progress, solve problems, contribute to others, and set purposeful goals. Character gives them language to describe who they are becoming. Together, these ideas strengthen identity and guide students through the complex choices of adolescence.

4. Life will always include challenge - and flourishing is still possible

We don’t believe well-being means feeling good all the time or avoiding difficulty. Life includes uncomfortable emotions, disappointment, uncertainty, stress, and loss. Our aim is not to shield young people from challenge but to equip them to navigate it. PERMA‑V provides a framework for understanding the full range of human experience. These elements do not remove hardship, but they give students tools to face it with strength, perspective, and support. It is about helping students develop the tools, perspective, and support they need to face setbacks with resilience. In this sense, well-being and challenge sit side by side.

These four beliefs shape our whole-school approach. They remind us that well-being is not a programme but a way of thinking, relating, and supporting young people every day. As we bring PERMA‑V to life this year, these ideas will guide our decisions, strengthen our shared language, and help our students flourish in ways that are real, grounded, and long‑lasting.

In the weeks to come, I look forward to sharing our PERMA-V implementation plan and offering more insight into each of the PERMA‑V pillars.

As we move forward together, what part of this vision about well-being resonates most strongly with you and your whānau?