Evidence and framework alignment
The evidence the work maps to.
Two things sit behind STEP. The Wellbeing Capacity Review is structured around the same domains national and Victorian frameworks already hold schools accountable to, so findings translate directly into your existing improvement, planning and reporting cycles without rework. The Supervising Well workshop maps element by element to established research on supervision and work-integrated learning.
Framework aligned by design
Every domain maps to established Australian frameworks. Not a bespoke checklist.
Built by practitioners
Designed and delivered by someone who has run these systems inside schools, in regional advisory, and in university field education.
Transparent, triangulated method
Findings triangulated across sources, scored on a rubric with a RAG summary. Every finding links to evidence, not opinion.
Framework alignment at a glance
Findings you can use without translation.
Because the diagnostic is built on the frameworks you already report against, findings are immediately usable. They inform your AIP, school review, Schools Mental Health Fund planning, school council reporting and university placement conversations.
FISO 2.0
Learning and wellbeing at the centre of improvement, through a structured cycle. Findings feed AIP and school review preparation.
Schools Mental Health Fund and Menu
Evidence-based supports across three tiers, with sustained Tier 1 focus. The review diagnoses tier balance and Tier 3 saturation for Menu planning.
DE Wellbeing Team Guidance
Teams lead whole-school strategy with clear referral pathways, early action and staff capability. The review tests the operating reality behind the guidance.
AERO, multi-tiered system of supports
MTSS as the evidence-based way to organise support. Strong Tier 1, targeted Tier 2, intensive Tier 3, driven by data. Extended here to wellbeing and engagement.
Australian Student Wellbeing Framework
Five endorsed elements: leadership, inclusion, student voice, partnerships and support. The review is a facilitated, evidence-tested deepening of the self-assessment.
Be You
Whole-community mental health. National reporting names workforce shortage, turnover and educator load as key barriers, which is exactly STEP’s focus.
National Children’s Mental Health and Wellbeing Strategy
Education settings as a key platform, with dedicated wellbeing roles integrated. The review assesses the operational layer beneath the intent.
AASW field education standards (ASWEAS)
National requirements for placement quality, supervision and task allocation. The workforce lens tests your structures against the same bar universities meet.
What STEP claims
Framework aligned and evidence informed. Domains, method and recommendations are structured around contemporary Australian frameworks, delivered through a transparent, evidence-tested process.
What STEP does not claim
STEP is independent. It is not endorsed by, affiliated with or listed on any government framework or procurement list referenced here, including the Schools Mental Health Menu.
References
Sources.
Supervision and field education
Cleak, H., & Wilson, J. (2018). Making the most of field placement (4th ed.). Cengage.
Cleak, H., Zuchowski, I., & Cleaver, M. (2022). On a wing and a prayer! An exploration of students’ experiences of external supervision. British Journal of Social Work, 52(1), 217 to 235.
Duffy, K. (2003). Failing students: A qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice. Glasgow Caledonian University / NMC.
Kadushin, A., & Harkness, D. (2014). Supervision in social work (5th ed.). Columbia University Press.
Proctor, B. (1987). Supervision: A co-operative exercise in accountability. In M. Marken & M. Payne (Eds.), Enabling and ensuring. National Youth Bureau.
Rowe, A., Mackaway, J., & Winchester-Seeto, T. (2012). "But I thought you were doing that", clarifying the role of the host supervisor in experience-based learning. Asia-Pacific Journal of Cooperative Education, 13(2).
Winchester-Seeto, T., Rowe, A., & Mackaway, J. (2016). Sharing the load: Understanding the roles of academics and host supervisors in work-integrated learning. Asia-Pacific Journal of Cooperative Education, 17(2), 101 to 118.
Work-integrated learning and placement quality
Clouder, L., Jones, M., Mackintosh, S., & Adefila, A. (2022). Development of autonomy on placement: Perceptions of physiotherapy students and educators in Australia and the UK. Physiotherapy Theory and Practice, 38(12), 2100 to 2110.
Hains-Wesson, R., Fannon, A.-M., Hauglid, B. B., Graham, J., & Ademuyiwa, I. (2026). Student and supervisor perceptions of effective placement supervision in work-integrated learning programs: A systematic literature review. Teaching and Learning Inquiry, 14, 1 to 21.
King, C., Bulsara, C., & Russell, K. (2017). Promoting student belongingness: WANTED, the development, implementation, and evaluation of a toolkit for nurses. Australian Journal of Advanced Nursing, 34(3), 48 to 53.
Smith, C., Ferns, S., & Russell, L. (2019). Placement quality has a greater impact on employability than placement structure or duration. International Journal of Work-Integrated Learning, 20(1), 15 to 29.
Learning, feedback and professional learning design
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350 to 383.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81 to 112.
Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Gulf Publishing.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user’s guide. Palgrave Macmillan.
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis. New Zealand Ministry of Education.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
This page cites established, peer-reviewed and standard sources to show the model’s grounding. It is a reference aid, not a systematic review, and does not constitute clinical, legal or accreditation advice. Australian schools should also refer to relevant university field education requirements, and to the AASW Australian Social Work Education and Accreditation Standards where social work students are hosted.
Next step
See where your school sits against these domains.
The free Wellbeing Capacity Audit runs across the same ten domains, at a glance. Two minutes, no email needed to see your result.
For universities
If you place students in social work, counselling or other wellbeing and allied health disciplines, the workforce lens above is the bar STEP holds partner schools to.