Staff and student wellbeing is increasingly more important in school policies and programmes. But is it always front of mind in the day-to-day business of a school? Or is it at risk of being just an empty buzzword?
Luke Turner, head of EAL and primary English leader at the Renaissance International School Saigon, asked the community:
For effective wellbeing interventions, the school needs to embed strategies across all parts of the school
Priya Mitchell, wellbeing and safeguarding architect at the International School of Ho Chi Minh City, responded that yes, there’s a risk that at the moment, especially with Covid and distance learning, wellbeing is just a buzzword.
She continued: “However, for effective wellbeing interventions, the school needs to embed strategies across all parts of the school,” she pointed out.
“At ISHCMC there is a strong mindfulness programme in place with staff meetings beginning with mindfulness as well as mindfulness for students during the day
“We have a Wellbeing Council made up of staff from both teaching and non-teaching staff who come together twice a term to plan the wellbeing initiatives. There are parent workshops led by our team of counsellors throughout the year around wellbeing and through our PTO we present on topics they request; these have included supporting their children during distance learning as well as supporting children in the transition back to campus.”
Future plans, she added, include a whole school safeguarding education programme.
“A component to the success of any wellbeing programme is to ensure all stakeholders in the community understand and support the wellbeing mission and values,” she concluded.
So, what do leaders need to do to effectively support students and staff wellbeing then?
Andrew Durcan, assistant headteacher for teaching and learning at Repton School Dubai asked the following question to the ISN Community:
Without it becoming a diktat it won't happen
Sian May, director of senior schools at Dulwich College International, said: “Communication channels should be open. A shared vision of wellbeing should be cultivated: what does it look like for our community? How will we know we are doing well or when it needs modifying? Trying to make this less onerous for colleagues by keeping strategy and priorities small in number, maybe 2-3.”
She added: “COVID has meant that slowing things down and moving away from the frenetic pace is vital to safeguard our communities without compromising moving forward with fewer but more focused priorities.
“Including an ethos of inclusion, diversity, equity and anti-racism can bring about a fundamental change as it raises the questions communities need to address to allow all members to thrive and learning to flourish. All these mechanisms can create a psychological safety which is essential to reciprocal communication which is trusting and responsive.”
Mark Stacey, assistant head at Kellett School, The British International School in Hong Kong, warned that without some clear rules and requirements, a focus on wellbeing just won’t happen.
“To me this is about forcing balance on students and requiring it from faculty, something which sounds prescriptive and borderline draconian, but without it becoming a diktat it won't happen,” he said.
He also suggested that a focus on physical health could help with mental health as well.
He said: “For students it means a default question about physical health whenever mental health concerns are expressed.
“This seems to me to be a way forward that properly recognises the importance of physical wellbeing to mental health. We might explore this further by mandating the taking of an Arts/Creative subject at GCSE or MYP level to ensure students are engaging all aspects of themselves as learners. This can also be an area where staff wellbeing can be helped.
“A timetabled lesson each week for exercise supervised by members of the sport/physical education teams would be a huge boon to those colleagues who know they should exercise, know that there are great facilities but for whom the pressure of time is too great.”
Finally, Sonia Delestree from the British School of Brazil asked another important question about wellbeing.
There are no responses yet, but we are sure all teachers have an idea or two about the topic. Don’t be shy!
What are your thoughts about student and staff wellbeing? Get involved in the discussion!
If this is not your topic, or you have already contributed to the discussion, why not register for your free profile and check out the other questions that ISN Community members have been discussing and have your say! Or why don’t you ask a question yourself on a topic close to your heart?
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