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.
Key Aspects For Us
How they feel through each and every stage of their education;
-
How they develop their cognitive skills in the context of the educational process;
-
How do they form their perception of the world around them;
-
How do they fit as socially engaged and intelligent young people;
-
How the skills and competences developed in the school environment transfer and apply in their daily life;
-
How they sustain their physical and health wellbeing;
-
How they handle their financial wellbeing;
-
The broad perspective and various hobbies and interests they have – to what aspect we have managed to develop their childlike curiosity;
-
Are they proactive and do they carry a real entrepreneurial spirit.
Learner wellbeing is a complex psychological state that can broadly be understood as how learners feel and function in the context of education
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
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)
Other benefits
The sustainable status of wellbeing leads also to:
SMART Science 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.
SMART Science Wellbeing key aspects:
-
Healthy lifestyle through daily sports activities, balanced nutrition, adequate sleep regime;
-
School starts at 9:00 am. and breaks are regular and sufficient to restore energy and motivation levels;
-
We make sure our students feel they have a trusted and supportive advisor to turn to at school;
-
We have provided learners with opportunities to help others such as peer-to-peer academic mentoring, and designated rooms to work as a team to facilitate a community of care;
-
College counselling centre for career development;
-
Entrepreneurial classes and project-based learning to foster initiative and entrepreneurial spirit as a focus of the high school programme. The Entrepreneurial Programme includes but is not limited to Financial Knowledge and Skills, Marketing, etc.
Sources: Cambridge Assessment International Education
English 
Български