Imagine the beginning of the school day in a busy Australian secondary school at 8.35am as the first bell has rung.  There’s a chaotic symphony of slamming lockers, squeaking shoes and the electric hum of adolescent anxiety. In this sea of hormones and faces, every student is asking the same silent, desperate question: "Do I actually fit in here?"

With this struggle for identity in in mind, for decades educators have poured resources into "wellbeing" as a set of checkboxes—mental health days, anti-bullying lessons, and mindfulness apps. Yet as loneliness rates among primary and secondary students continue to climb (Lim & Smith, 2025) and statistics indicate a significant decline in mental health over the past decade (OECD, 2021), we are discovering that wellbeing isn't just the absence of stress; it is a sense of belonging and connection.

How Faith Improves Student Wellbeing

The PERMA model developed by Martin Seligman (2011) proposed a framework for wellbeing and flourishing that is comprised of 5 essential pillars: Positive Emotion, Engagement, Relationships, Meaning and Accomplishment.  This model has been widely adopted in educational, healthcare and employment settings with research suggesting that working on the components of PERMA not only increases aspect of wellbeing, but also decreases psychological distress (Forgeard, Jayawickreme, Kern & Seligman, 2011).  Furthermore, wellbeing is a central concept for all schools, as reflected in the Australian curriculum which includes a strong focus on positive psychology.

Educators in Catholic schools assert that theological understanding of educating the whole person has developed over the millennia, highlighting that faith-based educational institutions not only impart knowledge but also share practices which develop a meaningful and flourishing life (Wake, 2024).   Moreover, religion, spirituality and faith have been identified as protective factors, decreasing the likelihood of poor mental health, including lower rates of depression and anxiety and reduced suicidality (Metry, 2024).  So just what is it about faith and Catholic education that addresses the wellbeing of students?

At its core, faith acts as a profound internal and social anchor that equips students with the tools necessary for holistic wellbeing. It builds resilience by providing a sense of ultimate purpose, allowing students to view challenges not as dead ends, but as opportunities for growth within a larger narrative and provides a spiritual framework to navigate personal setbacks with hope rather than despair.

An education in faith promotes positive and ethical human interactions couched in kindness, helpfulness and compassion in the treatment of others.  This spiritual perspective is complemented by a structured moral compass which offers clear guidance in an often-overlooked area of development; by grounding their choices in enduring values, students develop an internal set of ethics that guides their decision making in life’s challenges.  As a result, students experience less decision fatigue, anxiety and moral ambiguity and they possess a stronger sense of integrity.

Perhaps most importantly, faith fosters a deep sense of community. It transitions the student from an isolated learner to a member of a shared tradition, surrounding them with a supportive network that offers emotional and practical stability. This triad of grit, guidance, and belonging creates a "safety net" that not only protects mental health but allows students to flourish holistically.

Why Belonging Matters for Student Wellbeing

Together, a sense of community, shared morals and values that foster resilience as students navigate their school years lead to a sense of belonging that is central to the experience of faith.  In educational terms, belonging isn't just a "nice-to-have" social luxury – all students deserve to feel safe and have a sense of belonging.  A sense of belonging is a fundamental psychological requirement that acts as the foundation for student success. When a student feels truly integrated into their school community, their nervous system shifts from a state of hyper-vigilance to one of security, allowing the brain to prioritize high-level cognitive tasks over basic survival instincts.

Belonging isn't just about "fitting in"—it’s about being accepted for exactly who you are, regardless of your background or identity. This isn't a privilege to be earned, but a basic right that serves as the foundation for all learning. When a school environment celebrates differences rather than merely tolerating them, it transforms the search for belonging from a pressure to conform into an opportunity for authentic connection. By valuing diverse perspectives, neurodiversity, and cultural heritage, schools create a "brave space" where students feel secure enough to be vulnerable.

The impact of feeling connected during these formative years extends far beyond the classroom. Students who feel valued and experience a sense of belonging in schools are more likely to develop strong socials skills and resilience, have a higher self-esteem and experience a stringer sense of purpose in the adult world.  Together, these factors are also associated with better physical health as well as mental health (Holt-Lunstad, 2024).

Building Foundations in Primary Education

There are many practices in Catholic traditions within primary schools that provide the foundations to this sense of belonging, community and shared values.  Students in many Catholic classrooms begin their day with a prayer circle in which students recite the school prayer that unites them as well as share special intentions and prayers for loved ones within their family or school community. These shared prayers not only foster belonging and community but develop shared values such as empathy, acceptance and kindness.

Likewise, many schools use buddy systems where older students provide mentoring and guidance to younger students either in an informal shared experience capacity or through a more formal structure such as peer mentoring.  These buddy systems provide opportunities for modelling of shared values and ‘ways of being’ along with providing a sense of purpose and greater meaning for students as they move through their schooling years.

Continuing Faith & Building Belonging in Secondary School

As students transition from primary school into the secondary school space in their early teens, a search for identity and sense of belonging is a critical stage of development.  Within faith-based schools, the modelling of unconditional love and the acceptance of other provides a crucial safe space for students to explore their own identity while continuing to show acceptance and inclusion of others.

The formal curriculum within secondary schools includes a focus on exploring ethical dilemmas including situations without a clear right/wrong and provides a platform for powerful discussions around multiple perspectives and the importance of respecting others’ viewpoints across cultures and religions.

Emerging research suggests that for many students, the strongest bridge to connection is built on the foundation of faith. Whether it’s rooted in a formal religious tradition or a broader spiritual world-view, faith acts as an "invisible anchor." It provides a framework of meaning that transcends a failed math test or a social snub at recess.  When we prioritise belonging, we aren't just helping a student pass a test; we are equipping them with the psychological armour they need for the rest of their lives.

References

Forgeard, M. J., Jayawickreme, E., Kern, M., & Seligman, M. (2011). Doing the right thing: Measuring wellbeing for public policy. International Journal of Wellbeing, 1(1), 79–106. https://doi.org/10.5502/IJW.V1I1.15

Holt-Lunstad, J. (2024). Social connection as a critical factor for mental and physical health: evidence, trends, challenges, and future implications. World Psychiatry, 23 (3); 312-332.

Lim, M & Smith, B (2025) The Conversation: https://theconversation.com/more-than-2-in-5-young-australians-are-lonely-our-new-report-shows-this-is-what-could-help-261260

Metry, S. (2024). The relationship between faith in God, resilience and mental health outcomes among university students in Australia. [Master Thesis, QUT]: https://eprints.qut.edu.au/249220/

OECD (2021).  Health at a Glance 2021. https://www.oecd.org/en/publications/2021/11/health-at-a-glance-2021_cc38aa56.html

Seligman, M. (2011) Flourish: A visionary new understanding of happiness and well-being. APA PsycNet: https://psycnet.apa.org/record/2010-25554-000

Wake, B. (2024). Flourishing and Faith: Theological and Psychological Perspectives of Student Wellbeing in Australian Faith-Based Schools [Master Thesis, Macquarie University] https://figshare.mq.edu.au/articles/thesis/Flourishing_and_Faith_Theological_and_Psychological_Perspectives_of_Student_Wellbeing_in_Australian_Faith-Based_Schools/28259327