First published 28 November 2025
QUT researchers have received an ARC Linkage grant of $357,386 for the project 'Investigating unconventional spaces for student wellbeing self-management'.
Professor Jenna Gillett-Swan, from the QUT School of Education, who leads the project said the aim was to address the urgent problem of student wellbeing in Australian schools.
“Schools are struggling to support children and young people’s mental health and wellbeing with resulting long-term costs to Australian society,” Professor Gillett-Swan said.
“Our research team of academics and partner investigators bring multidisciplinary expertise to investigate with students how and where they already self-manage their wellbeing at school, with a focus on unconventional spaces, such as toilets, stairwells, locker areas and the back of buildings.
“This study will create new concepts, practices and methods to capitalise on the ways that students are already self-managing their wellbeing through an investigation of unconventional wellbeing spaces.
“For example, as well as their functional uses for supporting hygiene and sanitation needs, many students use the toilets/bathrooms as one of the few quiet and private places in a school where they can be by themselves, reset, and feel equipped to deal with the demands of the school day.
“However, they are also places where bullying, exclusion, and vaping/smoking can occur, which makes them tricky spaces to manage.
“As they are one of the only places where students can have privacy at school, these and other similar spaces like behind buildings or other nooks around the school can be highly coveted when it comes to wellbeing self-management.”
Professor Gillett-Swan said that while some schools had purpose-built wellbeing hubs, students have said the places they sought out for their wellbeing at school were not necessarily the spaces where adults expected them to be.
“Teachers who understand why students may choose unconventional spaces will be better able to support students’ wellbeing self-management efforts at school, and school designers can design for wellbeing in such spaces.
“This is a unique project as it investigates students’ experiences of managing their own wellbeing, by which we mean activities, practices and environments students use to proactively manage their wellbeing needs.
“This may be through things such as social connection, physical activity, or quiet spaces to rest and reset.”
“Ensuring spaces are fit for student wellbeing needs as well as their functional purposes will contribute to supporting student wellbeing as well as minimising costs associated with repurposing spaces.”
“Drawing on student voice and experience will expand our understanding of how students can better self-manage their wellbeing at school”.
The research team comprises chief investigators Professor Gillett-Swan, Associate Professor Nick Kelly, from QUT’s School of Design (Interaction Design); Dr Kirsty Volz, from QUT’s School of Architecture and Built Environment; Dr Kathryn Kelly, from QUT’s School of Creative Arts (Drama); Professor Kristin Laurens, from QUT’s School of Psychology and Counselling; and Professor Jillian Willis, from QUT’s School of Education; partner investigators are Gary Adsett from Queensland Independent Schools Block Grant Authority and Mitchell Sprague from Australian Council for Student Voice.
Partner organisations are Essity Australasia; Autism Queensland; Wavell State High School; M3Architecture; Queensland Independent Schools Block Grant Authority, and the Australian Council for Student Voice.
Top image, from left: Professor Kirsten Laurens, Professor Jill Willis, Professor Jenna Gillett-Swan, Dr Kirsty Volz and Associate Professor Nick Kelly. Inset Dr Kathryn Kelly.
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