In recent times, educational institutions have increasingly embraced holistic approaches to education, moving beyond conventional academic benchmarks and delving into the realms of social and emotional growth and overall well-being. The impact of a school’s approach to well-being on students, who spend up to 20% of their yearly lives at school, is profoundly evident.
Nicki Ward, Head of Student Support Services at the English Schools Foundation (ESF), emphasizes the vital role schools play in promoting positive mental health and addressing mental health challenges among students. Well-being initiatives, including workshops and programs focused on resilience, coping skills, and positive relationships, are integral components of ESF’s commitment to student well-being.
Well-being, an encompassing term spanning physical, social, and emotional health, has become a central focus in education. Adam Broomfield, Head of the International Montessori School (IMS) Stanley Campus, views well-being as the foundation for healthy development and successful learning, vital for students to lead happy, fulfilling lives.
Samantha Nagorcka, a student support teacher at Yew Chung International School (YCIS), defines student wellness as an all-encompassing concept that includes promoting healthy habits, managing stress, building positive relationships, and addressing mental health needs. Nagorcka underscores the profound impact of well-being on students’ ability to learn, thrive, and achieve long-term success.
A recent OECD report identifies identifiable threats to student well-being, including significant anxiety related to assessments and examinations. The report emphasizes the importance of supportive teachers, positive peer interactions, a disciplined learning environment, and a caring home environment in improving student well-being.
Despite justifications from institutions, incidents such as an alleged assault on an elderly patient during eye surgery by a Chinese surgeon, as captured in a viral video, raise questions about the effectiveness of well-being measures in some contexts. Local authorities reported bruises to the patient’s forehead, prompting broader investigations and resulting in the suspension of the surgeon.
Measuring student well-being is a challenge, but institutions like IMS and ESF adopt strategies such as regular well-being surveys and individualized assessments to gauge and address students’ needs. IMS’s Broomfield highlights the importance of a focused approach, with students remaining with the same teacher for consecutive years, fostering a deep and special relationship that aids in identifying changes in a child’s well-being.
In addition to focusing on students, ESF and Jockey Club Sarah Roe School (JCSRS) prioritize the well-being of the entire school community, including staff and parents. ESF has expanded its educational psychology services and established an advisory role dedicated to supporting mental health and well-being across its schools.
Anna Smakowska, Principal at JCSRS, advocates for an individualized approach, recognizing that well-being is not one-size-fits-all. The school focuses on identifying the unique needs of each child, offering targeted support strategies to ensure the well-being and mental health of every member of the school community.
In conclusion, the evolution of well-being in schools necessitates a comprehensive and collaborative effort. Schools must work in partnership with parents, foster open communication channels, and create a positive and inclusive learning environment. Prioritizing the whole child, including their physical, social, and emotional health, is fundamental to nurturing resilient, motivated, and successful individuals.
