Students` Wellness Programme
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
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
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:
Sources: Cambridge Assessment International Education