Schools have always seen it as part of their role to support and encourage children's all-round development, including their cognitive, interpersonal, social, aesthetic, physical and moral/spiritual growth. Beyond the academic, schools have been committed to children's general wellbeing; in seeing children develop into well-rounded, healthy individuals who can take their place as informed, principled and engaged members of society. In fulfilling this role, schools have worked alongside and complemented families, churches and other institutions in the community. In recent years, Australian schools and education systems have made efforts to clarify the broad purposes of schooling and to introduce ways of better evaluating success in achieving those purposes. Statements of the intended outcomes of schooling invariably emphasise not only the development of knowledge, skills and understandings, but also children's socio-emotional development and the development of attitudes (such as towards others and to civic institutions and values (such as tolerance, justice and fairness). The paper discusses mental, emotional, spiritual, physical and social wellbeing in order to provide a framework for thinking about students' growth and development as healthy, well-rounded individuals.
Masters, Geoff N., "Conceptualising and Researching Student Wellbeing" (2004).