Holistic Wellbeing at an Australian Islamic School: Perspectives of a Wellbeing Coordinator

This chapter explores the journey of a Wellbeing Coordinator in an Islamic school, focusing on the renewal of educational practices to enhance student wellbeing. It shares an account of the first author’s action research project focused on reflexive deliberation around Islamic Pedagogy, while collaborating with teacher colleagues to renew purpose and practice in alignment with their school’s new Behavior Education Policy. The reflective practitioner project experimented with Islamic pedagogic principles as emergent theory for practice, with three learners requiring additional support within a multi-tiered system, as a need to focus on wellbeing was illuminated. This required a shift from traditional management approaches to educative approaches. The process revealed the importance of reflexive practice and collaborative inquiry among educators to bridge the gap between policy and practice. This journey highlighted the transformative potential of faithful praxis when supporting Muslim learners and as enablers for the wellbeing aspirations of her school. The chapter concludes by emphasising the transformative impact of the action research, underscoring the importance of continuous improvement and collaboration within a school community. The author reflects on the significant strides made towards aligning the school’s practices with its renewed vision while acknowledging the ongoing journey of distinction and holistic education at her Islamic school.