Wellbeing literacy is a capability involving the vocabulary and knowledge about wellbeing, and skills of communicating, via multimodal pathways, for the wellbeing of oneself and others, in a way that is context sensitive and intentional. Wellbeing literacy offers three key benefits. Firstly, it may orient our focus towards wellbeing capabilities and processes, allowing for measurement and consideration of factors enabling or blocking wellbeing development. Secondly, wellbeing literacy provides an avenue to integrate positive education into education systems, drawing on existing multimodal learning and teaching capacities and strengths, while addressing existing curriculum requirements. Thirdly, wellbeing literacy is contextually sensitive and applicable to individuals and the systems in which they exist. Importantly, wellbeing literacy may provide the essential conduit between wellbeing interventions and wellbeing outcomes, and thereby be a necessary component for creating and sustaining well lives, providing a common language to build wellbeing capabilities within schools and their communities.

Wellbeing literacy (WL) may be the missing ingredient required to optimally enhance or enable positive psychology intervention (PPI) effectiveness. This study involved Victorian government funded primary schools, including two rural, two regional, and two city schools; participants included 20 classroom teachers and 131 grade five and six primary school students. A brief online PPI was implemented by teachers for 10–15 min, three times per week, for six weeks. This paper examines quantitative data collected pre and post the six week intervention, and qualitative data gathered in week one of the intervention regarding intervention effectiveness. The aim is to examine if a brief online PPI effectively builds intentional emotional vocabulary use, and to discuss how on-line PPIs can be used in public health to improve young people’s WL. Considering evaluations of process effectiveness and outcome measures related to student emotional vocabulary use, results tentatively suggest that online PPIs can positively impact emotional vocabulary capability and intentionality. Multimodal communication was exercised during the PPI, suggesting that the brief online PPI format may provide a valuable tool to promote student WL.

Online positive psychology interventions provide a more equitable method for young people to access wellbeing education at school than more traditional face to face programs. This systematic review aimed to examine the effectiveness of universal, online, school-based, positive psychology interventions using recommendations by the Preferred Reporting Items for Systematic reviews and Meta-analyses - protocols (PRISMA-P). Nine articles were identified for the review and were deductively, thematically analyzed using an enhanced RE-AIM framework which adopts a wider systems perspective including evaluation of socio-ecological readiness system wide buy-in and consideration of micro (individual) to macro (governing bodies) levels of influence, on both reach and adoption. Effectiveness assessment identified common factors for success related primarily to implementation (e.g., readiness, reach, outcomes, adoption, implementation, and maintenance). For example, buy-in from stakeholders was found to be highest when PPIs are age appropriate, engaging and helpful. Also brief, more frequent sessions, may be more effective than less frequent longer sessions and multi-level stakeholder buy-in may result in higher completion rates leading to better overall program effectiveness.

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This essay explores figuration in artistic- and museum-exhibiting practices of the late twentieth and early twenty-first century that undermine the authority of authentic blackness as a primary tenet of African diasporic identification. It takes its cue from the cultural theorist Stuart Hall's keen assessment: “The fact is that `black' has never been just there. It has always been an unstable identity, psychically, culturally, and politically.” The essay's first section is an analysis of art by Rasheed Araeen and Roshini Kempadoo created in the 1970s and 1990s, an era during which they and other progressives of African, Asian, and Caribbean descent in the United Kingdom claimed the political and cultural position “black.” The essay's second section considers the representation of blackness in three exhibitions from 1997 to 2007 at the Charles H. Wright Museum of African American History. The essay's final section examines the cartoonlike paintings of the African American artists Laylah Ali and Kojo Griffin. Figuring is the conceptual thread uniting these African diasporic moments, which, though not causally related, similarly transgress against limiting definitions of blackness in order to privilege its productive, transforming visibilities.