The Application process for 2023/2024 is now open: apply here
Enter Science COMPETITIONS HERE

Students` Wellness Programme

DSC_3693

We believe success in education should not solely be measured by learners’ academic achievements, but should also be concerned with learners’ wellbeing – how they feel and function in the context of education and the surrounding world. Learners’ educational experiences should be inclusive of their cognitive, social and emotional development.

Although we are currently facing unprecedented challenges to learner wellbeing as a result of the COVID-19 pandemic, wellbeing should not be thought of only as something to consider in a crisis situation. Instead, it should be a fully integrated factor in the development and implementation of any school curriculum.

To define learner wellbeing, it is first important to understand the construct of wellbeing more generally. Wellbeing is a multidimensional state of being most commonly attributed to positive psychology*, which gave rise to the positive education movement.

Wellbeing research and practice is founded on two historic traditions of wellbeing: hedonia and eudaimonia, both of which originated in Greek philosophy.

* Seligman & Csikszentmihaly, 2000

DSC_3735

Hedonic wellbeing refers to how individuals feel about their life. It is conceptualised as a combination of an individual’s overall satisfaction with their life, their experience of positive feelings and the absence of negative feelings.

(Diener & Lucas, 1999)

Eudaimonic wellbeing can be understood as how individuals function in their life. It is also described as ‘flourishing’ and self-actualisation, nurtured through one’s commitment to personal development, meaningful activities and interpersonal connectedness with others.

(Ryff & Singer, 1998)

Science – Smart school wellbeing policy

Our school policy is developed as a collaborative activity, engaging learners, teachers and parents. We have cultivated a caring and connected school community that fosters respectful, supportive relationships among learners and teachers.

Empowering learners to express what kind of school climate best promotes the wellbeing of themselves and others can nurture school connectedness through shared purpose and ideals.

Feeling connected to others is an essential psychological need and contributes to positive learner wellbeing.

Sources: Cambridge Assessment International Education

We aim to support learners who are confident, responsible for themselves and respectful for others, engaged intellectually and socially, and ready to make a difference.
to top button
en_USEnglish