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Lauve Wellbeing

Lauve Wellbeing

Registered trademark
  • enables optimal personal and collective performance

  • prepares for life-long learning in a rapidly changing world

  • suitable for primary/elementary, secondary schools and/or any learning community with a focus and desire to be their best

'Lauve Wellbeing' has evolved over a span of 30 years of evidence based research and continued critical reflection during global school and community leadership experience. The word Lauve is an acronym for Learning Approach Using Values Education. Lauve Wellbeing is not a specific programme or a movement, rather it is an education; an education about contextual curriculum reform for responsible, life-long learning community leaders.


Lauve Wellbeing education involves simple, developmentally appropriate delivery of holistic education with a focus on personal and community wellbeing. Education is derived from two latin words; ‘educare’ which means to train or mold, and ‘educere’ which means to lead out (Bass & Good, 2004). As is often the case, a balance is needed, between educare and educere, 'education' is the passing on of knowledge and preparing students for the changes that they will face in the future (Bass, 1997).


Lauve Wellbeing involves firstly acknowledging the complexities in the nature of enacting Learning Values for wellbeing, identifying them as intensely contested constructs that are being developed in a multi-layered ecosystem of relationships, comprising of diverse experiences and beliefs.  Hence, community leaders and educators have a responsibility to present meaningful Learning Values, the core of a community, in a simple, developmentally appropriate and inclusive manner so that all community members can clearly understand. Subsequently, enabling genuine belief and deep implementation.



Lauve is also a slang word which means 'you really like someone without saying I love you. Typically used by people in relationships when they feel it's too soon for I LOVE YOU.' (  A developing relationship, on the journey to transitioning to love, requires an environment of consistent respect, care, responsibility, reflection and trust - this is similar to the process and environment required to enact learning values in schools and communities. Some schools will only ever reach the first of three stages of implementation (Sparkes, 1991), whereas the highly successful communities will truly reach their personal and collective potential. Schools and communities who deeply implement learning values will reach the ideal of learning, having a strong wellbeing platform where all members genuinely belong and are valued. Research illustrates that wellbeing is crucial to academic achievement, and a strong wellbeing platform supports and accelerates students’ learning (Lynch, 2022).


Lauve Wellbeing enables the deep implementation of wellbeing for all community members through the enactment of values across all aspects of holistic learning. Learning Values/ competencies have always existed within schools and society, similar to educational approaches. Wellbeing is contextual, hence it is the school and community leadership/governing authorities who are responsible for coordinating the process of Learning Values/ competency identification, specifically significant to the context of the school/ community. The learning values are underpinned by the vision and the mission of the school/ community. While guidance can be offered, no programme or movement can do this on behalf of the leadership team.

In a school that purports to develop the whole child, the school leaders as professionals are obligated to ensure Learning Values are deeply implemented. Many values identified by schools on display boards and websites are token and not genuinely understood by children and students - they are surface level enactment only. To reiterate, no programme or movement can enact values on behalf of the leadership team or community. Research recommends a socio-cultural approach and a whole school approach, but what does this truly look like in practice and how does a community implement deeply?

If you would like to inspire your community, to have all community members believe... perhaps your school community need to be rejuvinated or perhaps they need to maintain the high standards and opportunities already set for your children and students, then look no further... Lauve Wellbeing, proven by evidence based research, is here to guide, support and inpire you and all community members to be the best you can be.


It is not about the events, it is not about the intensity... it is about the consistency.

Do community members truly belong and feel valued - so that they can be their best 10.0?

Does Katelyn feel truly valued?

Pep Guardiola offers a crucial tip:

Better Human Beings = Better Footballers.

Better Human Beings = Better personal and collective performance.

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Learning Values

Research identifies nine universal competencies (attitudes, values and skills) that are directly related to Learning Values: Reflection, Collaboration and cooperation, Learning to learn, Respect, Responsibility, Empathy, Self regulation, Persistence and Trust (OECD, 2021, p. 48).

“Incorporating values and attitudes in curriculum design and implementation does not come without its challenges - values and attitudes can be intensely contested constructs.” (OECD, 2021).

Lauve Wellbeing enables deep implementation

and collective belief.

School Kids
Lauve Wellbeing

- or want to know more

If you desire to be the best leader you can be, enabling your community to reach their potential, then click below to view the different options for how

Lauve Wellbeing can take your school/ community to the next level.

Lauve Wellbeing
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