Students who require additional literacy and numeracy support may be more likely to experience feelings of low self-esteem in school. By the time they reach secondary school, these students have likely had repeated experiences of struggling to achieve academic milestones. These experiences can increase their risk of developing low self-concept, high anxiety and poor attention, and becoming disengaged. School-based decisions about implementing interventions and supports need to be made with students’ wellbeing in mind.
This practice resource is designed for secondary school leaders and teachers looking to better support the wellbeing and engagement of Years 7 to 9 students in a multi-tiered system of supports (MTSS) framework. It summarises 4 approaches schools can take to support students’ wellbeing while implementing MTSS, informed by the experiences of 7 Australian schools.