The study examined students’ perceptions of effective components in school-based wellbeing programs, addressing a critical gap where adolescent voices are absent. Data was gathered through a questionnaire, individual interviews, and focus groups conducted with 36 Year 12 students across three independent co-educational schools in Western Australia. Thematic analysis identified seven key components essential for effective wellbeing programming: targeted content providing respite from academic pressures, engaging and relatable presenters, strategic timing, developmental appropriateness, meaningful measurement, genuine teacher engagement, and authentic incorporation of student voice. Students valued practical, non-academic content and expressed scepticisms about teacher-delivered programs. Timing emerged as a previously underexplored factor in wellbeing literature. Students distinguished between authentic and performative program delivery. These findings challenge universal program approaches, revealing disconnects between programs and student needs. Students demonstrated nuanced understanding of effective programming, identifying implementation factors overlooked in traditional evaluation. Authentic student engagement in program design and delivery is essential for effective outcomes.
Amanda Madden (Wed,) studied this question.