UOM Centre for Wellbeing Science

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The Centre for Wellbeing Science (CWS) employs evidence-based approaches to measure wellbeing and promote positive change across diverse environments, including education, workplaces, performing arts and sports.

Strengthening connections with National Taiwan Normal UniversityThis week, the Centre for Wellbeing Science welcomed Exe...
04/09/2026

Strengthening connections with National Taiwan Normal University

This week, the Centre for Wellbeing Science welcomed Executive Vice President Professor Hsueh-Chih Chen, Professor Peiying Chen and a delegation from National Taiwan Normal University, continuing a relationship that has grown over several years through collaboration, exchange and shared learning.

Hosted by Professor Dianne Vella-Brodrick, Director of the Centre for Wellbeing Science, and colleagues, the visit gave the delegation an opportunity to explore the Centre’s work in wellbeing education, with Bio-Dash a key focus within a broader program of masterclasses, co-design and research discussions.

The delegation also received a warm welcome from senior Faculty of Education colleagues, including Professor Wee Tiong Seah (佘伟忠), Associate Dean (Global Engagement), A/Prof Jessa Rogers, Associate Dean (Indigenous), and Fiona Luck, Senior Business Development Manager.

Founded at the University of Melbourne and co-designed with students and educators, Bio-Dash is an evidence-based wellbeing and optimal performance program for secondary school students. It makes learning about wellbeing engaging, personalised and tangible. Using biofeedback, personalised biodata, virtual challenges and bite-sized online learning, it helps young people understand the mind-body connection and build practical strategies to manage everyday anxiety and support their wellbeing and performance in a variety of contexts.

Bio-Dash is currently available to Victorian government secondary schools through the Schools Mental Health Menu: https://www.schools.vic.gov.au/bio-dash

Just as importantly, the visit created space for genuine exchange: sharing ideas, comparing perspectives and exploring how wellbeing approaches might translate across different cultural and educational contexts.

As we farewell Professor Chen and the delegation today, we’re grateful for the time spent together, the ideas shared and the opportunity to continue strengthening our partnership with National Taiwan Normal University.

The best partnerships don’t just share expertise, they learn from each other.That has been a defining feature of the Cen...
03/09/2026

The best partnerships don’t just share expertise, they learn from each other.

That has been a defining feature of the Centre for Wellbeing Science’s (CWS) partnership with Richmond Fellowship Queensland (RFQ).

For more than 50 years, RFQ has been supporting people experiencing mental health challenges and social disadvantage across Queensland. Today, its 400+ staff support thousands of people across rural, regional and metropolitan communities, often working alongside people through some of the most complex and challenging periods of their lives.

In work so focused on supporting the wellbeing of others, supporting the wellbeing of the workforce itself matters deeply.

Together, CWS and RFQ created a Wellbeing Literacy Program designed to help staff build the knowledge, language and practical tools to support wellbeing in their own lives and in their work with clients. The program has also been tailored to better meet the needs of RFQ’s First Nations clients.

But the partnership has not stopped at developing a program.

More recently, CWS researchers, including Professor Liz Jones and Dr Jacqui Francis, have worked alongside RFQ colleagues, including Dr Peter Davison, RFQ’s Head of Research Innovation, to evaluate how the program was experienced in practice: what people valued, what helped them use what they learned, and what could make it more effective.

The findings showed strong perceived relevance and value, with staff reporting that they were applying what they learned both at work and in their personal lives. They also highlighted the importance of the conditions around the learning, including leadership support, practical and contextualised content, opportunities to learn with others, and stronger follow-through after formal training.

Importantly, RFQ staff were active contributors to the research. Seven staff members from five RFQ offices joined the research team as the WELL Collective (Wellbeing, Empathy, Learning and Life), helping shape the evaluation and inform what should happen next.

As CWS Director Professor Dianne Vella-Brodrick puts it:

“Partnerships like this are important because they enable wellbeing science to be tested, challenged and strengthened in real-world settings. The learning works both ways, and that is where some of the most valuable research translation can happen.”

For RFQ, the partnership brings research capability and evidence that can help strengthen how wellbeing is supported across its workforce and services.

That is where research-practice partnerships can be most powerful: bringing different forms of expertise together and using what is learned to improve what comes next.

What if the most important part of developing an AI tool wasn't the technology?We chose to start somewhere else.With you...
29/08/2026

What if the most important part of developing an AI tool wasn't the technology?

We chose to start somewhere else.

With young people.

An interdisciplinary University of Melbourne research team, bringing together researchers from our Centre for Wellbeing Science and the School of Computing and Information Systems, worked alongside young adults to better understand how they discover arts and creative activities that bring people together in person, from live music and painting to creative workshops and cultural events, and what can get in the way of taking that first step towards getting involved.

Those conversations didn't just inform the project. They shaped it.

The result is Connie, an AI-supported tool designed to help young people discover local arts and creative activities that match their interests and make it easier to connect with like-minded people.

Developed with support from a Google Society-Centred AI Research Award, Connie reflects our commitment to designing technology alongside the people it's intended to support.

Our first paper from the project explores how early-stage co-design can help answer a question that comes before building: not simply how should we design a digital tool, but should we build it at all, and if so, what role should it play and under what conditions?

📖 Interested in the co-design approach? Read the pre-print commentary paper, currently under review: https://osf.io/preprints/psyarxiv/hq4cz_v3, and watch our youth co-researchers reflect on their role in shaping Connie: https://www.youtube.com/watch?v=TVTjQLsnZF4

We’ll share the project’s empirical findings in a subsequent post.

🤖 Curious to see Connie in action? Explore an early prototype of the Connie conversational experience: https://connie.net.au/

The research team includes Professor Nikki Rickard and Simone Minett from the Centre for Wellbeing Science, together with Dr Simon D'Alfonso and Kejian (Kenji) Cui from the School of Computing and Information Systems.

A huge thank you to our youth co-researchers Darcy Stockdale, Tilly Bland and Oliver Nassau for helping shape the project.

What if we’re only telling half the story about young people’s mental health?Rising anxiety, depression and distress amo...
25/08/2026

What if we’re only telling half the story about young people’s mental health?

Rising anxiety, depression and distress among young people deserve serious attention. But focusing only on symptoms can miss the other half of the picture: how young people are also experiencing wellbeing, resilience and positive functioning.

New research comparing a 2018 Year 7 cohort with a 2023 Year 7 cohort confirmed a concerning shift, and it wasn't spread evenly. Among girls, the proportion experiencing "complete mental health", meaning high wellbeing and low distress, fell from 37.9% to 26.3% between the two cohorts, while those in the "troubled" profile rose from 15.3% to 20.4%. Boys showed no significant shift across this time period.

But the research also revealed something that can get lost in the wider deficit-focussed narrative around youth mental health: around three-quarters of the 2023 cohort still showed positive wellbeing, including many who were also experiencing symptoms of anxiety or depression.

This cross-institutional study led by Dr Haochen Zhou included researchers from across Australia, with our own Centre for Wellbeing Science Director of Research, Professor Nikki Rickard, and the Faculty of Education’s Professor Kate Reynolds, among the co-authors.

These findings challenge a simple either/or view of youth mental health. Young people can be struggling and still experience resilience, happiness and positive functioning. Wellbeing and distress can coexist.

Professor Rickard says this fuller picture is important:

“We absolutely need to understand where young people are struggling, but we also need to understand where there is growth. Looking at strengths alongside mental ill-health gives us a much richer picture of how young people are really doing.”

Professor Rickard is now leading YouthStrengths, a Faculty of Education seed-funded project bringing together our Centre researchers and colleagues from across the Faculty to explore trends in positive traits and behaviours among young people aged 15 to 30 across two decades of data.

Because understanding where young people struggle matters. So does understanding what helps them cope, connect and thrive.

🔗 Read the research: https://doi.org/10.1016/j.jadohealth.2026.06.015

What helps international students feel that they truly belong?For students building a life in a new country, challenges ...
23/08/2026

What helps international students feel that they truly belong?

For students building a life in a new country, challenges around loneliness, cultural adjustment, language and social connection can have a real impact on their wellbeing and sense of belonging.

We R Our Stories is a new student-led initiative creating a space for international students to connect, reflect and share through interactive drama and co-designed storytelling.

Led by Master of Education student Rosalyn Shih, who is specialising in Student Wellbeing, the project has received a University of Melbourne Student Services and Amenities Fee Grant.

Across a series of workshops, students share and explore their experiences, with their stories helping to shape a public Playback Theatre performance for the wider University community.

Rosalyn was mentored through the grant application process by Centre for Wellbeing Science lecturer Dr Anneliese Gill.

“Belonging and social connection are important foundations for wellbeing. Creating spaces where international students can share their experiences, feel heard and build meaningful connections can make a real difference.”

For us at the Centre, it is exciting to see wellbeing science translated into student-led initiatives that create opportunities for participation, connection and belonging in everyday university life.

The first workshops are now underway, and we look forward to seeing We R Our Stories continue to take shape.

What can nature add to psychological practice, and how can we harness its benefits in evidence-based ways? 🌿Professor Di...
23/08/2026

What can nature add to psychological practice, and how can we harness its benefits in evidence-based ways? 🌿

Professor Dianne Vella-Brodrick, Director of the Centre for Wellbeing Science in the Faculty of Education, University of Melbourne, has been invited by the Australian Psychological Society (APS), together with the APS Positive Psychology Interest Group, to present an upcoming webinar exploring the intersection of nature, wellbeing science and positive psychology.

Flourishing with nature: Integrating wellbeing science and positive psychology will examine the rapidly growing evidence around nature-based approaches to wellbeing, including both their potential and their limitations.

Drawing on research across nature connection and wellbeing science, Dianne will explore how practices such as savouring, gratitude, mindfulness, flow and meaning can be integrated with experiences in nature, alongside principles of attention restoration and stress reduction.

The webinar will also look beyond individual wellbeing, considering how nature-based approaches can support pro-social and pro-environmental behaviours and more sustainable forms of wellbeing.

This is an area of growing research focus for Dianne and the Centre, including work examining different types of nature experiences and their impact on wellbeing, and the evaluation of nature prescribing for people experiencing mild to moderate mental illness.

📅 Flourishing with nature: Integrating wellbeing science and positive psychology
Presented by Professor Dianne Vella-Brodrick
Hosted by the Australian Psychological Society with the APS Positive Psychology Interest Group

🗓 26 August 2026
🕖 7:00–8:30 pm AEST
💻 Webinar

For those interested in attending, details and registration are available here: https://psychology.org.au/bookevent/27253

Eight months on, Australia’s under-16 social media restrictions are increasingly becoming a lived reality.With platforms...
23/08/2026

Eight months on, Australia’s under-16 social media restrictions are increasingly becoming a lived reality.

With platforms now actively removing under-16 accounts, an important question becomes even more pressing: what helps young people stay socially connected when access to social media is removed?

For many young people, social media has played a genuine role in friendship, belonging and social connection. Removing access does not automatically replace those needs with meaningful offline alternatives.

In this Pursuit article, Centre for Wellbeing Science researcher Dr Dan Loton, together with Dr Catherine Smith and Associate Professor Matthew Harrison, explore what parents, carers and educators can do to support young people’s social lives beyond social media.

Their message remains highly relevant: there is no single right approach. Curiosity, communication, supportive relationships and opportunities for meaningful connection matter.

As Australia continues to navigate this major change in young people’s digital lives, it’s a timely reminder that digital wellbeing is about more than reducing screen time. It’s also about making sure young people have meaningful ways to connect, belong and maintain supportive relationships — online and offline.

🔗 Read the full article: https://pursuit.unimelb.edu.au/articles/supporting-kids-social-lives,-without-social-media

500 MAPP Graduates. One Incredible Community. One Special Reunion. This year marks a celebration-worthy milestone for th...
23/08/2026

500 MAPP Graduates. One Incredible Community. One Special Reunion.

This year marks a celebration-worthy milestone for the Master of Applied Positive Psychology (MAPP) at the Centre for Wellbeing Science (Faculty of Education), with the graduation of our 500th MAPP student!

We're inviting our entire MAPP alumni community back for a special MAPP500 Celebration.

Whether you graduated in our very first cohort or only recently completed the program, this is your chance to reconnect with classmates, catch up with staff, savour how far our community has come, and reflect on the impact MAPP graduates are making across Australia and around the world.

📅 Save the date: Saturday 21 November 2026 | 3.00 pm

The MAPP500 Celebration will be held following the MAPPsaa Summit 2026, giving those who wish to attend the opportunity to enjoy both events. We’ll share more information about the MAPPsaa Summit, including its fantastic guest speakers and how to register, as well as further details about the MAPP500 Celebration, in the coming weeks.

Now for one favour...

Help us reunite as many MAPP cohorts as possible.
💙 Tag your MAPP classmates.
💙 Share this post with your cohort.
💙 Start the group chats.
💙 Save the date and make plans to come back together.

We can't wait to celebrate with you all.

Coming along? Let us know!

The MAPP500 Celebration is free to attend, with the event hosted by the Centre for Wellbeing Science and generously supported by John Higgins.

To help us plan for catering and keep you updated as event details are confirmed, please let us know if you’re planning to attend: https://forms.cloud.microsoft/r/ZS83ReBeT7

Rachel Colla | Wellbeing, PersonallyToday, we’re launching Wellbeing, Personally, a new series introducing you to the pe...
23/08/2026

Rachel Colla | Wellbeing, Personally

Today, we’re launching Wellbeing, Personally, a new series introducing you to the people behind the Centre, exploring what wellbeing means to them, and sharing one practice they use to support their wellbeing.

Wellbeing is deeply personal.

There is no one-size-fits-all approach to wellbeing. What helps one person feel grounded, connected or supported may look completely different for someone else.

At the Centre for Wellbeing Science, we research, teach and study wellbeing every day. But we also know that wellbeing is something we each need to actively nurture.

First up, we are introducing Dr Rachel Colla, Senior Lecturer at the Centre for Wellbeing Science in the Faculty of Education.

For Rachel, wellbeing resists a neat definition. While she can offer the academic shorthand of feeling good, functioning well and contributing to the world, she says that is not necessarily how she experiences wellbeing personally. Instead, wellbeing is shaped by context, relationships and the lens through which we see our lives.

One of Rachel’s wellbeing non-negotiables is her daily contemplative and journalling practice.

Each morning, she takes time to pause, reflect and write. It is a practice that helps her regulate her emotions, process the world around her and reconnect with intention. She often finishes by asking herself:

Who do I want to show up as today?

It is a simple but powerful question, and one that helps guide how she wants to be in the world.

Rachel also finds joy in the beauty and meaning of the journals themselves. The journal pictured here was gifted to her by Virginia Kiefer Corrigan, a fellow wellbeing researcher and educator, and is especially treasured, with Pulitzer Prize-winning poet Mary Oliver’s words woven throughout. For Rachel, it represents connection to nature, to self, and to the privilege of doing meaningful work alongside people who care deeply about creating positive change.

Rachel’s practice is a reminder that wellbeing is personal, and that the practices that sustain us can be both simple and deeply meaningful.

What is one practice that supports your wellbeing?

🌏 There isn’t just one way to care about the planet.Some people are drawn to nature. Others to health and communities. S...
23/08/2026

🌏 There isn’t just one way to care about the planet.

Some people are drawn to nature. Others to health and communities. Some are designers, storytellers, engineers, organisers or advocates for change.

So what if sustainability education recognised those different strengths, instead of expecting everyone to engage in the same way?

A new University of Melbourne research project is exploring how university students can identify the sustainability strengths they resonate with most and connect them with meaningful sustainability opportunities across campus.

Importantly, the research will look not only at whether this can support pro-environmental action, but also whether helping students find meaningful ways to contribute can strengthen sustainability self-efficacy, wellbeing and prosocial behaviour.

Because perhaps sustainability isn’t only about changing behaviour.

Perhaps it’s also about helping people discover where they can make a difference.

This work builds on the University of Melbourne’s Climate SuperPowers resources for schools, developed by Phoebe Quinn, Katitza M. Chavez and Lisa Gibbs, with Dianne Vella-Brodrick also contributing to the original work. The seven strengths highlighted here are drawn from that framework.

🌿 Explore the Climate SuperPowers resources: https://climatesuperpowers.org/

Led by Professor Dianne Vella-Brodrick, Director of the Centre for Wellbeing Science (Faculty of Education), this collaborative project brings together colleagues from across the University of Melbourne, including Melbourne Climate Futures, the Wattle Fellowship, Melbourne Plus, the Sustainability Team and the Melbourne School of Population and Global Health.

👇 Which of these seven strengths resonates most with you? Or is there another sustainability strength you would add? Let us know in the comments.

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