Research Interests
Citizenship Curriculum and Pedagogy Theory and Development Education Policy Educational Administration, Management and Leadership English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) Teacher and student wellbeing Teacher Education and Professional Development of EducatorsProf Mathew White
Dean International and Engagement, EBSS
Office of Education, Behavioural and Social Sciences
College of Education, Behavioural and Social Sciences
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
Mathew A. White PhD FRSA FACE SFHEA GAICD is Dean: International and Engagement in the College of Education, Behavioural and Social Sciences and Professor of Education at Adelaide University. He leads the internationalisation, global partnerships, and external engagement strategy across the Schools of Education, Psychology, Social Work and Social Care, and Society and Culture for the College.
Mathew's research examines the integration of wellbeing science into educational leadership, teaching practice, and policy. This includes theoretical frameworks for wellbeing education, the 'wellbeing learning poverty cycle', application of character strengths and Seligman's PERMA theory in educational governance and leadership, and interdisciplinary consensus models of wellbeing. His current focus is on understanding early-career teachers' capabilities in wellbeing for learning and teaching.
Mathew's research appears in 69 publications including eight books: Integrating Wellbeing and Learning in Schools (Routledge, 2023), New Research and Possibilities in Wellbeing Education (Springer, 2023), Transforming Teaching: Wellbeing and Professional Practice (Springer, 2022), Wellbeing and Resilience Education: COVID-19 and Its Impact on Education (Routledge, 2021), Future Directions in Wellbeing Education (Springer, 2017), and Evidence-Based Approaches in Positive Education (Springer, 2015). His research on measuring students' wellbeing in schools that adopt Seligman's PERMA theory has been cited over 1,300 times. Since 2018, his research has secured over $444,000 in funding from government, industry, and international sources. Mathew has received national and international recognition for the impact of his research and teaching, including election as a Fellow of the International Positive Psychology Association (2022), the ACEL Hedley Beare Award for Educational Writing (2024), the ACEL Leadership Award (2017), and the Stephen Cole the Elder Award for Excellence in Teaching from the University of Adelaide (2024).
Mathew has held leadership roles in building the field of wellbeing education internationally. He co-established the IB Schools Australasia Theory of Knowledge and Visual Arts Conference (2008), established the first National Positive Education Schools Association Conference program (2014), and established the international Wellbeing for Learning Symposium and Conference at Adelaide University (2026). He was elected President of the International Positive Psychology Association's Education Division (2019–2021), establishing the global online Education Speaker Series, and serves on IPPA's Council of Advisors (2023–2027). He has served on the Practice Review Committee for the 3rd (Los Angeles), 4th (Orlando), and 5th (Montreal) International Positive Psychology Association World Congresses, and has also contributed to subsequent congresses in Melbourne and Vancouver, including service roles and scholarly presentations. He holds an Honorary Principal Fellowship in the Faculty of Education at the University of Melbourne (2016–present) and was an Academic Visitor at the University of Oxford's Department of Education.
Before entering academia in 2018, Mathew had 20 years of experience in K-12 education, first as a secondary school English Literature and French teacher, then in senior leadership positions. He earned his PhD in Education from the University of Adelaide and a BA in English Literature and French Language and Literature, and completed The Art of Leadership Residential at the Harvard Graduate School of Education (2007). At the University of Adelaide, he was promoted from Associate Professor - Level D (2018) to Professor - Level E (2025), serving as Master of Education Program Director (2018–2022), joint Interim Head of School and Deputy Dean Learning and Teaching (2022–2023), and Deputy Dean International across seven Schools (2023–2025) for the Faculty of Arts, Business, Law and Economics.
Mathew is a Fellow of the Royal Society for the Encouragement of Arts, Manufactures and Commerce (FRSA), Fellow of the Australian College of Educators (FACE), Senior Fellow of Advance HE (SFHEA), and a Graduate of the Australian Institute of Company Directors (GAICD). He is an AITSL Stage 2 Accredited Panellist for initial teacher education program accreditation and maintains current teacher registration in South Australia and Victoria. His governance experience includes serving on the St Peter's Woodlands Grammar School Council as Chair of the Planning Committee (2018–2024) and the Education Committee at St Mark's College (2011–2019).
He welcomes research proposals from prospective PhD and Masters students in wellbeing education, educational leadership, and curriculum and pedagogy.
My research focuses on the field of Education (ARC FoR 39), specifically: education policy; educational counselling; professional education and training; secondary education; teacher and student wellbeing; and teacher education and the professional development of educators. My research vision is to narrow an interdisciplinary gap between wellbeing theory and educational practice, systemic change in how teachers approach teaching by creating new knowledge, conceptual models, and measurement tools through four areas:
- Laying new foundations for international wellbeing education theory, integrating diverse theories to argue for a paradigm shift in education. I have led the theoretical elements on schools, schooling, and school leadership, and have introduced the argument for reconceptualising educational goals, advancing wellbeing education theory, and building on my co-authored book, Transforming teaching: Wellbeing and professional practice.
- Bridging the wellbeing for learning theory–research–policy–practice gap. In my 2023 sole-authored book with Routledge, I proposed a new ‘wellbeing learning poverty cycle’. I argued that a triple downward cycle of literacy, numeracy, and wellbeing is impacting a generation of youth and changing teaching. I explored solutions to narrow the theory–policy–practice gap.
- Examining and measuring student and teacher wellbeing. My pioneering application of Seligman’s PERMA theory to educational settings has become a cornerstone of wellbeing measurement in schools and has been adopted by education systems globally.
- Investigating future teachers’ capabilities. I proposed a new theoretical framework for examining teacher preparation internationally, adopting Keyes and Martin’s multidimensional model of wellbeing.
As an education industry-focused academic, I actively identify and nurture new industry collaborations with national and international partners. The following research projects capture my areas of interest:
- Project 1: Wellbeing for Learning: Transnational Perspectives on Teachers’ Capabilities to Support Student Wellbeing, an interdisciplinary and multi-investigator collaboration with colleagues from Singapore’s National Institute of Education, Nanyang Technological University, The Chinese University of Hong Kong, The University of Melbourne, and UniNSW from education, psychology, and health.
- Project 2 (Springer): Understanding Wellbeing and Inclusion in Education: A Multidisciplinary Guide to Best Practice. A co-authored research book with colleagues from Adelaide University.
- Project 3: Helping Students to Flourish through Humanities, English, and Creative Writing Education (Routledge). I am the lead editor of a forthcoming interdisciplinary research book, which is contracted for publication with colleagues from Adelaide University’s School of Humanities.
- Project 4: New International Research Priorities for Wellbeing Education (Springer). This co-edited volume explored emerging trends and issues in wellbeing education research and practice. Engaging 37 interdisciplinary academics from 6 countries, the project further demonstrates my dedication to international collaboration. I played a lead role in designing the theoretical framework, recruiting contributors (mentoring 10 junior researchers), and editing the book.
- Project 5: Wellbeing and Resilience Education: COVID-19 and its Impact on Education (Routledge). Co-edited with Prof. Faye McCallum, this research book investigated the impact of the COVID-19 pandemic on wellbeing education. The project involved 27 interdisciplinary academics from 10 countries, including mentoring 20 junior scholars.
- Project 6: Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (Springer). I co-edited this cross-disciplinary research book with Prof. Faye McCallum to foster multi-investigator research engagement.
| Date | Position | Institution name |
|---|---|---|
| 2025 - ongoing | Dean: International and Engagement | Adelaide University |
| 2025 - ongoing | Professor of Education (Level E) | The University of Adelaide |
| 2023 - 2025 | Deputy Dean (International), Faculty of Arts, Business, Law and Economics | The University of Adelaide |
| 2022 - 2022 | Acting Deputy Dean (Learning and Teaching), Faculty of Arts, Business, Law and Economics | The University of Adelaide |
| 2022 - 2023 | Interim Head, School of Education | The University of Adelaide |
| 2021 - 2022 | Acting Head, School of Education | The University of Adelaide |
| 2019 - 2021 | Deputy Head, School of Education | The University of Adelaide |
| 2018 - 2024 | Associate Professor (Level D) | The University of Adelaide |
| 2016 - ongoing | Honorary Principal Fellow, Melbourne Graduate School of Education | The University of Melbourne |
| 2011 - 2017 | Director of Wellbeing & Positive Education | St Peter's College - Adelaide |
| 2011 - 2017 | Adjunct Lecturer | The University of Adelaide |
| 2011 - 2015 | Honorary Senior Fellow, Melbourne Graduate School of Education | The University of Melbourne |
| 2009 - 2010 | Director of Training & Leadership | Teach for Australia |
| 2009 - 2009 | Head of Positive Education | Geelong Grammar School |
| 2006 - 2010 | Honorary Fellow, Melbourne Graduate School of Education | The University of Melbourne |
| 2005 - 2008 | International Baccalaureate Diploma Coordinator | Geelong Grammar School |
| 1998 - 2009 | Senior School VCE and IB English, French, Theatre Arts, Theory of Knowledge Teacher | Geelong Grammar School |
| 1997 - 1997 | English and French Teacher | Westminster School Adelaide |
| 1996 - 1996 | French Teacher | Mercedes College |
| Date | Type | Title | Institution Name | Country | Amount |
|---|---|---|---|---|---|
| 2024 | Award | Stephen Cole the Elder Awards for Excellence in the Leadership, Support and Enhancement of Teaching | The University of Adelaide | Australia | $8000 |
| 2024 | Award | ACEL Hedley Beare Award for Educational Writing | Australian Council for Educational Leaders | Australia | - |
| 2024 | Fellowship | Senior Fellow Higher Education Academy (UK) | Higher Education Academy (UK) | United Kingdom | - |
| 2022 | Award | Highly Commended Stephen Cole the Elder Award for Teaching Excellence | The University of Adelaide | Australia | - |
| 2021 | Fellowship | International Positive Psychology Fellow Award | International Positive Psychology Association | United States | - |
| 2020 | Teaching Award | 2020 Faculty of Arts Prize for Excellence in Teaching | The University of Adelaide | Australia | - |
| 2020 | Award | 2020 Australian Council for Educational Leaders (South Australia Branch) Distinguished Contribution to Research in Educational Leadership Award | Australian Council for Educational Leaders (South Australia Branch) | Australia | - |
| 2017 | Award | 2017 National ACEL Leadership Award | Australian Council for Educational Leaders | Australia | - |
| 2017 | Achievement | 2017 ACEL-SA Educational Leadership Medal Award | Australian Council for Educational Leaders South Australian Branch (ACEL SA) | Australia | - |
| 2016 | Fellowship | Fellow Australian College of Educators | Australian College of Educators | Australia | - |
| 2002 | Fellowship | Fellow Royal Society for the encouragement of Arts, Manufactures and Commerce | Royal Society for the encouragement of Arts, Manufactures and Commerce | United Kingdom | https://www.thersa.org/fellowship |
| Date | Institution name | Country | Title |
|---|---|---|---|
| University of Adelaide, Adelaide | Australia | PhD | |
| The University of New England | Australia | Graduate Certificate in Education Management (Boarding) | |
| University of Adelaide, Adelaide | Australia | Master of Educational Studies | |
| The University of Adelaide | Australia | Graduate Diploma in Education | |
| Flinders University of South Australia | Australia | Bachelor of Arts |
| Date | Title | Institution name | Country |
|---|---|---|---|
| 2025 | Graduate (GAICD) | Australian Institute of Company Directors | Australia |
| 2022 | Registered Teacher (Current Full and Active Teacher Registration) | Teachers Registration Board of South Australia | Australia |
| 2022 | AITSL Stage 2 Accredited Panellist | Australian Institute for Teaching and School Leadership (AITSL) | Australia |
| 2018 | AITSL Stage 1 Accredited Panellist | Australian Institute for Teaching and School Leadership (AITSL) | Australia |
| 2007 | The Art of Leadership | The Principals' Center (TPC) Harvard Graduate School of Education (HGSE) | USA |
| 2002 | Registered Teacher (Current Full and Active Teacher Registration) | Victorian Institute of Teaching | Australia |
| Year | Citation |
|---|---|
| 2023 | White, M. A. (2023). New Ecological Wellbeing Education Approaches For School Leaders and Teachers to Combat Wellbeing Learning Poverty. In M. A. White (Ed.), Integrating Wellbeing and Learning in Schools (pp. 1-34). Routledge. DOI |
| 2023 | White, M. A. (2023). Can appreciative inquiry build sector-wide school wellbeing education communities of practice?. In Integrating Wellbeing and Learning in Schools (pp. 54-84). Routledge. DOI |
| 2023 | White, M. A. (2023). A critical review of cooperative learning strategies, wellbeing education, and the humanities and social sciences. In Integrating Wellbeing and Learning in Schools (pp. 106-128). Routledge. DOI |
| 2023 | White, M. A. (2023). Where is the students' voice? A case study of Australian secondary school students’ definitions of wellbeing. In M. A. White (Ed.), Integrating Wellbeing and Learning in Schools (1st ed., pp. 129-154). Routledge. DOI |
| 2023 | White, M. A. (2023). Foresight, response, and adaptation : A critical review of school governance and wellbeing education. In M. A. White (Ed.), Integrating Wellbeing and Learning in Schools (1st ed., pp. 35-53). Routledge. DOI |
| 2023 | White, M. A. (2023). Reversing wellbeing learning poverty. In M. A. White (Ed.), Integrating Wellbeing and Learning in Schools (1st ed., pp. 155-167). Routledge. DOI |
| 2023 | White, M. A. (2023). How school leaders can build collective teacher efficacy for wellbeing education. In M. A. White (Ed.), Integrating Wellbeing and Learning in Schools (pp. 85-105). Routledge. DOI |
| 2023 | White, M. A. (2023). New International Research Priorities for Wellbeing Education. In M. A. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 385-402). Springer Nature Singapore. DOI Scopus1 |
| 2023 | White, M. A. (2023). Understanding High School Students’ Perceptions of Wellbeing: A Qualitative Study. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 69-88). Singapore: Springer Nature Singapore. DOI |
| 2023 | White, M. A. (2023). Where to from Here? Priorities for Wellbeing Education, Pedagogy and COVID-19 Recovery. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 1-17). Singapore: Springer Nature Singapore. DOI |
| 2022 | White, M. A. (2022). An Essential Service? An Appreciative Study of Preservice Teachers’ Reflections of Teaching During COVID-19. In Transforming Teaching: Wellbeing and Professional Practice (pp. 33-51). Springer Nature Singapore. DOI |
| 2022 | White, M. A. (2022). Strength-Based Teaching and Positive Humanities in Schools. In Transforming Teaching: Wellbeing and Professional Practice (pp. 13-31). Springer Nature Singapore. DOI |
| 2022 | White, M. A., & McCallum, F. (2022). Priorities of the Next Decade for School Leadership and Teaching. In Transforming Teaching: Wellbeing and Professional Practice (pp. 149-160). Springer Nature Singapore. DOI |
| 2022 | White, M. A. (2022). Adopting Appreciative Inquiry as a Positive Change Process in a Disadvantaged School. In Transforming Teaching: Wellbeing and Professional Practice (pp. 93-119). Springer Nature Singapore. DOI |
| 2022 | McCallum, F., & White, M. A. (2022). Wellbeing and Professional Practice: A Turning Point. In Transforming Teaching: Wellbeing and Professional Practice (pp. 1-12). Springer Nature Singapore. DOI |
| 2021 | White, M. A. (2021). Positive professional practice: A strength-based reflective practice teaching model. In M. Kern, & D. M. Wehmeyer (Eds.), The Palgrave Handbook of Positive Education (1st ed., pp. 165-204). Cham, Switzerland: Palgrave Macmillan. DOI Scopus9 |
| 2021 | White, M. (2021). Enhancing school –university pre-service teacher professional experience with online wellbeing masterclasses during COVID-19. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education COVID-19 and Its Impact on Education Systems (1st ed., pp. 161-182). Routledge. Scopus3 |
| 2021 | White, M., & McCallum, F. (2021). Crisis or catalyst? Examining COVID-19’s implications for wellbeing and resilience education. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education COVID-19 and Its Impact on Education Systems (pp. 1-17). New York, NY, USA: Routledge. DOI Scopus5 |
| 2020 | White, M., & McCallum, F. L. (2020). Critical perspectives on teachers and teaching: an appreciative examination. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership Enhancing Educational Outcomes (1 ed., pp. 1-15). Singapore: Springer. DOI Scopus2 |
| 2020 | White, M., & McCallum, F. (2020). Responding to teacher quality through an evidence-based wellbeing framework for initial teacher education. In J. Fox, C. Alexander, & T. Apsland (Eds.), Teacher Education in Globalised Times: Local Responses in Action (pp. 115-137). Singapore: Springer. DOI Scopus21 |
| 2020 | White, M. A. (2020). Pre-service teachers' perceptions of character and well-being. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (1 ed., pp. 165-187). Singapore: Springer. DOI Scopus4 |
| 2019 | White, M. (2019). Positive Communication and Education: Applying Character Strengths in Schools. In J. A. Muñiz Velázquez, & C. Pulido (Eds.), Routledge Handbook of Positive Communication (Vol. 1, 1st ed., pp. 390-398). Great Britain: Routledge. Scopus4 |
| 2017 | White, M. (2017). Impact of activity: future directions of positive education. In M. White, G. Slemp, & A. Murray (Eds.), Future Directions in Well-Being : Education, Organizations and Policy (1 ed., pp. 27-33). Cham, Switzerland: Springer. DOI Scopus3 |
| 2017 | White, M., & Buchanan, A. (2017). Why we need positive education 2.0. In M. White, G. Slemp, & A. Murray (Eds.), Future Directions in Well-Being : Education, Organizations and Policy (1 ed., pp. 219-223). Cham, Switzerland: Springer. DOI Scopus5 |
| 2017 | White, M. (2017). An introduction positive psychology, positive education and wellbeing. In M. Anstey, G. Ambler, T. McCall, & M. White (Eds.), Flourishing in Faith: Theology and Positive Psychology (1st ed., pp. 34-54). United States of America: Cascade Books. |
| 2017 | White, M. (2017). Mary - Theotókos: Fulfilment of God’s Grace and embodiment of Virtues: A Strengths-Based Reading. In M. Anstey, G. Ambler, T. McCall, & M. White (Eds.), Flourishing in Faith Theology Encountering Positive Psychology (1st ed., pp. 81-98). Eugene, Oregon; USA: Wipf and Stock Publishers. |
| 2015 | White, M., & Waters, L. (2015). Strengths-based approaches in the classroom and staffroom. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 111-133). Netherlands: Springer. DOI Scopus3 |
| 2015 | White, M., & Waters, L. (2015). Strengths-based approaches in the classroom and staffroom. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 111-133). Netherlands: Springer. DOI Scopus3 |
| 2015 | Kern, M. L., Adler, A., Waters, L. E., & White, M. A. (2015). Measuring whole-school well-being in students and staff. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 65-91). Netherlands: Springer. DOI Scopus14 |
| 2015 | Waters, L., White, M., Wang, L., & Simon Murray, A. (2015). Leading whole-school change. In M. A. White, & A. S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (pp. 43-63). The Netherlands: Springer. DOI Scopus5 |
| 2015 | McCall, T., Waters, L., & White, M. (2015). A comparison between theological christian approaches to wisdom and Peterson and Seligman’s classification of character strengths and virtues. In M. White, & A. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (pp. 27-41). Netherlands: Springer. DOI Scopus2 |
| 2015 | Alford, Z., & White, M. (2015). Positive school psychology. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 93-109). Netherlands: Springer. DOI Scopus11 |
| 2015 | White, M., & Simon Murray, A. (2015). Well-being as freedom: Future directions in well-being. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (1st ed., pp. 167-175). Netherlands: Springer. DOI Scopus3 |
| 2015 | White, M., & Simon Murray, A. (2015). Building a positive institution. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 1-26). Netherlands: Springer. DOI Scopus10 |
| 2015 | White, M., Vrodos, J., & McNeil, T. (2015). Student leadership, well-being and service: Integrating appreciative inquiry, strengths and leadership. In M. White, & S. Murray (Eds.), Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools (Vol. 1, 1st ed., pp. 151-165). Netherlands: Springer. DOI Scopus2 |
| 2014 | White, M. (2014). An Evidence-Based Whole-School Strategy to Positive Education. In H. Street, & N. Porter (Eds.), Better Than Ok: Helping Young People to Flourish at School and Beyond (pp. 194-198). Australia: Fremantle Press. |
| 2013 | White, M. (2013). Education and culture: An Australian coeducational boarding school as a crucible for a culturally diverse life as seen through the eyes of the students themselves. A humanistic sociological study. In S. Alagumalai,, S. Burley, & J. Keeves (Eds.), Excellence in Scholarship: Transcending Transdisciplinarity in Teacher Education (pp. 235-265). Netherlands: Sense Publishers. DOI Scopus2 |
| 2013 | White, M. (2013). Positive Education at Geelong Grammar School. In S. David, I. Boniwell, & A. Conley Ayers (Eds.), Oxford Handbook of Happiness (pp. 657-670). United Kingdom: Oxford Press. |
| Date | Project No. | Investigators | Title | Funding Body | Category | Amount |
| CATEGORY 2: Other Public Sector Research Income - State (1 grants) |
Subtotal: |
$185,183 | ||||
| 2025-2027 | 0006022749 | White, M.; Aston, R. | Integrated Demonstration Hubs: Implementation Evaluation | Office for Early Childhood Development | Cat 2 - State | $185,183 |
| CATEGORY 3: Industry & Other Research Income - Australian (12 grants) |
Subtotal: |
$168,964 | ||||
| 2023 | UA238462 | White, M. | Measurement of Wellbeing at Moreton Bay Colleges | Moreton Bay Colleges | Cat 3 - Australian | $27,034 |
| 2021-2022 | UA216991 | White, M.; McCallum, F. | Catholic Education WA Appreciative Inquiry | Catholic Education WA Inc | Cat 3 - Australian | $35,000 |
| 2021 | UA216106 | White, M. | Measurement of Wellbeing at Moreton Bay Colleges | Moreton Bay Colleges | Cat 3 - Australian | $37,180 |
| 2020 | UA205464 | White, M. | Appreciative Inquiry Summit | Holy Family Catholic School | Cat 3 - Australian | $8,039 |
| 2019-2020 | UA183598 | White, M. | Strength Based Leadership Workshops | University of Wollongong / NSW SLI | Cat 3 - Australian | $7,842 |
| 2019 | UA193825 | White, M.; McCallum, F. | Measurement of Wellbeing at Moreton Bay Colleges | The Moreton Bay Colleges | Cat 3 - Australian | $29,256 |
| 2019 | UA193880 | White, M. | Speaker - ISACT Leadership Breakfast | Association of Independent Schools ACT | Cat 3 - Australian | $1,916 |
| 2019 | UA183509 | White, M. | Staff Professional Development Day | A B Paterson College Limited | Cat 3 - Australian | $4,327 |
| 2019 | UA183669 | White, M. | City Edge Curriculum Day - Keynote | University High School | Cat 3 - Australian | $2,000 |
| 2018 | UA183018 | White, M. | Literature Review of Gifted and Talented Education | Catholic Education SA (CESA) | Cat 3 - Australian | $10,000 |
| 2018 | UA183153 | White, M. | Keynote - CHERI Conference | Sydney Children's Hospital Network | Cat 3 - Australian | $2,664 |
| 2018 | UA183141 | White, M. | Featured Speaker - IBSC Annual Conference | The Southport School | Cat 3 - Australian | $2,706 |
| CATEGORY 3: Industry & Other Research Income - International (3 grants) |
Subtotal: |
$46,683 | ||||
| 2019 | UA194300 | White, M. | Keynote - Positive Education Conference | St Andrew's College (South Africa) | Cat 3 - International | $10,468 |
| 2018-2019 | UA183363 | White, M.; McCallum, F. | Measurement of Wellbeing at Upper Canada College | Upper Canada College (Canada) | Cat 3 - International | $29,256 |
| 2018 | UA183078 | White, M. | Keynote - International Forum of Wellbeing | Universidad Tecmilenio (Mexico) | Cat 3 - International | $6,959 |
| INTERNAL: Non-HERDC (University Funding) (6 grants) |
Subtotal: |
$43,848 | ||||
| 2025-2026 | 13138614 | White, M. | ABLE Research Project Development Grant | The University of Adelaide | Internal | $5,968 |
| 2024 | 13136464 | White, M. | ABLE Advanced Engagement Grant | The University of Adelaide | Internal | $5,000 |
| 2024 | Internal | White, M. | Transnational perspectives of teachers' capabilities to support student wellbeing for learning | The University of Adelaide | Internal | $20,000 |
| 2023 | Internal | White, M. | Teaching Humanities and Human Flourishing: Using Appreciative Inquiry to create a University and Schools Partnership | The University if Adelaide ABLE Interdisciplinary Demonstrator Grant | Internal | $7,880 |
| 2022 | Internal | White, M. | Understanding how boarding schools can support mental health and wellbeing of rural and remote students during COVID-19 recovery | The University of Adelaide ABLE Kickstarter Grant / ABSA | Internal | $5,000 |
| Date | Course | Course Level / Code |
|---|---|---|
| 2025 | Leading Self and Others | Masters (AFQ Level 9), EDUC 7066 |
| 2025 | Introduction to Wellbeing in Education | Masters (AFQ Level 9), EDUC 7064 |
| 2024 | Introduction to Wellbeing in Education | Masters (AFQ Level 9), EDUC 7064 |
| 2023 | Contemporary Issues in Wellbeing Education | Masters (AFQ Level 9), EDUC 7071 |
| 2023 | Not teaching Sem 1 2023 Special Studies Program (SSP) | - |
| 2022 | Leading Positive Change | Masters (AFQ Level 9), EDUC 7060 |
| 2022 | Mentoring for Teachers | Masters (AFQ Level 9), EDUC 7068 |
| 2022 | Contemporary Issues in Wellbeing Education | Masters (AFQ Level 9), EDUC 7071 |
| 2021 | Introduction to Wellbeing in Education | Masters (AFQ Level 9), EDUC 7064 |
| 2021 | Contemporary Issues in Wellbeing Education | Masters (AFQ Level 9), EDUC 7071 |
| 2021 | Leading Positive Change | Masters (AFQ Level 9), EDUC 7068 |
| 2021 | Mentoring for Teachers | Masters (AFQ Level 9), EDUC 7060 |
| 2020 | Education Major Project | Masters (AFQ Level 9), EDUC 7031 |
| 2020 | Contemporary Issues in Wellbeing Education | Masters (AFQ Level 9), EDUC 7071 |
| 2020 | Leading Positive Change | Masters (AFQ Level 9), EDUC 7068 |
| 2020 | Introduction to Wellbeing in Education | Masters (AFQ Level 9), EDUC 7064 |
| 2019 | Leading Positive Change | Masters (AFQ Level 9), EDUC 7068 |
| 2019 | Contemporary Issues in Wellbeing Education | Masters (AFQ Level 9), EDUC 7071 |
| 2019 | Introduction to Wellbeing in Education | Masters (AFQ Level 9), EDUC 7064 |
| 2019 | Educational Leadership in Diverse Contexts | Masters (AFQ Level 9), EDUC 7013 |
| 2018 | Reflective Practice | Bachelors (AFQ Level 7) , EDUC 3001 |
| 2018 | Educational Leadership in Diverse Contexts | Masters (AFQ Level 9), EDUC 7013 |
| 2018 | Educational Policy Studies | Masters (AFQ Level 9), EDUC 7550 |
| Date | Role | Research Topic | Program | Degree Type | Student Load | Student Name |
|---|---|---|---|---|---|---|
| 2023 | Principal Supervisor | This qualitative study investigates the impact of strength-based teacher professional practices on student literacy to promote wellbeing. The findings aim to address a significant gap in wellbeing education research centering on teacher professional practice. | Doctor of Philosophy | Doctorate | Part Time | Mr Adam John Slater |
| 2023 | Principal Supervisor | This qualitative study investigates the impact of strength-based teacher professional practices on student literacy to promote wellbeing. The findings aim to address a significant gap in wellbeing education research centering on teacher profession | Doctor of Philosophy | Doctorate | Part Time | Mr Adam John Slater |
| 2022 | Principal Supervisor | An Inquiry into Being in Educational Leadership Experiences: A Critical Phenomenology in the Pakistan Context | Doctor of Philosophy | Doctorate | Full Time | Mrs Saadia Adnan |
| 2022 | Principal Supervisor | An Inquiry into Being in Educational Leadership Experiences: A Critical Phenomenology in the Pakistan Context | Doctor of Philosophy | Doctorate | Full Time | Mrs Saadia Adnan |
| 2020 | Principal Supervisor | The Impact of Culture on Australian LOTE Teachers’ Motivation to Teach and their Wellbeing: An Appreciative Mixed Methods Study | Doctor of Philosophy | Doctorate | Part Time | Miss Tania Zebian |
| 2020 | Principal Supervisor | The Impact of Culture on Australian LOTE Teachers Motivation to Teach and their Wellbeing: An Appreciative Mixed Methods Study | Doctor of Philosophy | Doctorate | Part Time | Miss Tania Zebian |
| 2018 | Principal Supervisor | A study of South Australian Independent Schools programs in values education and their perceived impacts on student wellbeing | Doctor of Philosophy | Doctorate | Part Time | Mr Shaun Malcolm Oakey |
| 2018 | Principal Supervisor | A study of South Australian Independent Schools programs in values education and their perceived impacts on student wellbeing | Doctor of Philosophy | Doctorate | Part Time | Mr Shaun Malcolm Oakey |
| Date | Role | Research Topic | Program | Degree Type | Student Load | Student Name |
|---|---|---|---|---|---|---|
| 2020 - 2025 | Principal Supervisor | An investigation of the impact of teachers’ motivation and occupational needs on wellbeing: A mixed-methods study | Doctor of Philosophy | Doctorate | Full Time | Ms Liwen Tan |
| 2019 - 2022 | Co-Supervisor | Experiences of following within Senior Leadership Teams in Independent Schools | Doctor of Philosophy | Doctorate | Part Time | Mr Carl Salt |
| 2019 - 2022 | Co-Supervisor | Journeys of Strength: An Appreciative Study of Older Workers in Singapore | Doctor of Philosophy | Doctorate | Full Time | Mr Mohamed Fadhil Bin Mohamed Ismail |
| 2017 - 2020 | Co-Supervisor | Teacher Wellbeing in Rural China: An Appreciative Mixed-Methods Study in Jilin Province | Doctor of Philosophy | Doctorate | Full Time | Dr Bo Cui |
| Date | Role | Research Topic | Location | Program | Supervision Type | Student Load | Student Name |
|---|---|---|---|---|---|---|---|
| 2023 - ongoing | External Supervisor | Exploring factors that influence primary school teachers’ readiness to support student mental health and wellbeing | The University of Melbourne | - | Doctorate | Full Time | Laura Smith |
| Date | Role | Board name | Institution name | Country |
|---|---|---|---|---|
| 2028 - 2024 | Board Member | Council of Govenors St Peter's Woodlands Grammar School Inc. | St Peter's Woodlands Grammar School Inc. | Australia |
| Date | Role | Committee | Institution | Country |
|---|---|---|---|---|
| 2021 - 2023 | Advisory Board Member | Australian College of Educators - South Australian Branch | Australian College of Educators | Australia |
| Date | Role | Membership | Country |
|---|---|---|---|
| 2019 - ongoing | Member | Australian Teacher Education Association (ATEA) | Australia |
| 2018 - ongoing | Member | American Educational Research Association | United States |
| 2018 - ongoing | Member | Australian Association for Research in Education | Australia |
| 2018 - ongoing | Member | Australian Council for Educational Leaders | Australia |
| 2014 - ongoing | Member | Australian Institute of Company Directors | Australia |
| 2014 - ongoing | Member | Positive Education Schools Association | Australia |
| Date | Office Name | Institution | Country |
|---|---|---|---|
| 2019 - 2021 | President Education Division (Ex officio Member of the Council of Advisors) | International Positive Psychology Association | Australia |
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