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Question 1: What are some ways you support student well-being? What evidence have you seen around the school that supports student well- being?

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Question 1: What are some ways you support student well-being? What evidence have you seen around the school that supports student well- being?

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Choices choices... Becoming much stronger with this one everywhere. It's great!

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Physical Activity outside of school - being Active for life.
Currently working on/with an app to allow teachers to help monitor Student PA agency out of school.

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MS - quiet reading area for students during breaks. Art room also used to be open but not presently due to circumstances

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Circle time, check in with daily emotions, student agency with learning engagements, use of Music during Outdoor Learning

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Working closely with the guidance counsellors (through SSST meetings or informal chats) so that we can share data that we have gathered on students to build a holistic view of the students to see how we can best continue to support them and the other students closest to them in creating a harmonious atmosphere as possible for students to develop in. 

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Working closely with the guidance counsellors (through SSST meetings or informal chats) so that we can share data that we have gathered on students to build a holistic view of the students to see how we can best continue to support them and the other students closest to them in creating a harmonious atmosphere as possible for students to develop in. 

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Laurence Trengove

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We have found that the children become hungry often earlier than a planned snack time. As we are trying to support children in identifying and responding to their own needs,  if a child mentions they are hungry then we may ask the class if they are ready for snack and move snack time in order to be responsive to their needs where possible.

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"Run & Rant"
Ss are given a few topics to engage in through articles and activities. During their run/walk/bike/row they reflect half way through their views and thoughts regarding the topic. Nutrition and me
Exercise and the brain
When to engage in PA
Audio recording.

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Students have PSHE once a week. Begins with comparing the High School journey to a Mount Everest summit attempt. Aims to build skills for the years ahead such as resilience and establishing character strengths. PSHE focuses on other aspects of wellbeing including; digital, sexual & making healthy choices with regards to substance consumption

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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LS lessons offer breaks and safe space for discussion in small group environment - informal "counseling"

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Highlighting to students the plethora of tools the body and mind use during the day to perform tasks automatically and how through PE we can support and strengthen these tools. This motivates students as they feel, 'if my body is helping me I can certainly help out my body'.

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Highlighting to students the plethora of tools the body and mind use during the day to perform tasks automatically and how through PE we can support and strengthen these tools. This motivates students as they feel, 'if my body is helping me I can certainly help out my body'.

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Laurence Trengove

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PD in G8 focusses on personal growth in all forms and is not assessed. The outdoor experiences bring new energising (hopefully!) experiences; the leadership and service learning component train cooperation and problem solving; the environment is a safe place for students to explore self

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Teachers in the High School are very proactive in documenting concerns on iSams whether this is Social/Emotional or academic related. This allows the Grade Level teams to establish patterns and make interventions as appropriate. The Grade Level (SOC) team meet once a week to discuss the submitted concerns. A very good way of monitoring student wellbeing.

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In EY2 we have daily quiet time after lunch. We close the blinds, dim the lighting put on relaxing, calming music and children take time to read, lie down and relax, listen to a story. Sometime we do some breathing exercises together. This is a time I'd like to develop further as the year goes on, maybe more on the breathing and possibly simple yoga.

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New "models based approach" is allowing more space for health and wellbeing lessons.

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PSHE Wellness website in HS, PSHE weekly lessons - always try to bring students back to wellness and how they can support themselves and each other, Peer Coach program in the HS, lots of connections made to service and student well-being

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PSHE Wellness website in HS, PSHE weekly lessons - always try to bring students back to wellness and how they can support themselves and each other, Peer Coach program in the HS, lots of connections made to service and student well-being

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Creating a quiet space for students in the nurses office (focusing breathing, senses, moment in time)

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Creating a quiet space for students in the nurses office (focusing breathing, senses, moment in time)

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Our forest PE lessons have had a strong focus on cooperative learning, mainly working within teams and learning to trust and lean on others for support through challenging tasks. These activities have helped students to develop their relationships with each other, foster an encouraging and supporting environment, and given them a sense of camaraderie.

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Mindfulness as into to GR9 PHE
Forest Bathing
Techniques for settling in as a grade 9.
PSHE : Meditation (30 sec. to 10 minutes)

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Mindfulness with Javier- weekly lessons to help promote well- being. Developing breathing techniques and personal awareness.

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PSHE MS curriculum has units on healthy relationships, mental health, and other aspects of wellbeing. During CLP, Counsellor created PSHE videos for all students around stress management and self compassion. Additionally, counselling provides 1:1 short term, solutions focused counselling support and is able to provide resources to students and their families for additional outside support if needed. Recently in MS assembly which was offered for each grade level, counsellor presented to all students on assertive communication skills. A later assembly will be held on mental health support as well.

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Check-ins with EAL students especially during OL if they are new to the school and to support them in building friendships.

With Grade 2 team, we made sure to include mindfulness techniques/yoga practice as part of the CLP.  We also connected this to how we express feeling in art/music.

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PSHE lessons: 25 min. circle time for group discussion on varied topics

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Mindfulness, more time for snack, student agency with learning choices, talk about emotions at the beginning of the school day, Music during Outdoor learning.

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Mindfulness, more time for snack, student agency with learning choices, talk about emotions at the beginning of the school day, Music during Outdoor learning.

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The calming circle after (where students lay down watching their breathing whilst being asked to sense what their feet, hands, back etc. 'feel like without moving them'. This allows them to reflect on the previous tasks whilst calming them before the walk back to their next class. It also gives students a greater sense of proprioception (where their body is in space) which allows them to perform physical actions with more efficiency and then outside of class they can divert greater attention and energy into their daily higher thinking processes.

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The calming circle after (where students lay down watching their breathing whilst being asked to sense what their feet, hands, back etc. 'feel like without moving them'. This allows them to reflect on the previous tasks whilst calming them before the walk back to their next class. It also gives students a greater sense of proprioception (where their body is in space) which allows them to perform physical actions with more efficiency and then outside of class they can divert greater attention and energy into their daily higher thinking processes.

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Laurence Trengove

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Giving options for being physical active, socially connected and feeling well within the extended programme. The outdoor pursuits, e.g. sailing, kayaking, climbing, biking attracts students that sometimes don't feel comfortable in a competitive team setting. Building skills for life gives confidence and feels good!

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One on one check-ins with students during homeroom time.

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Trying to motivate students to go for walks, runs, hikes with their families - making them aware of the importance of physical activity for their mind.

In our fitness unit students realise their strengths and weaknesses and it is incredible to see their reflections and plan for improvement.
Also shocking how little some of the students move though...

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In Kindergarten students take part in a daily practice, writing a card for another student (name pulled out of hat) they are encouraged to write a message and draw things the student likes. The chosen student then takes all the cards home to read and feels good! Teachers are included.
In P.E the teacher does breathing and body awareness at the end of the lesson.

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As an HS visual art teacher we run an open studio each break time and lunch time for any student to come in. This isn't necessarily a 'working time', but rather recreational. Some students just need to get away from the hustle and bustle, some students come to play pool and relax, others come in to create things in a free less constrained environment. It also offers some students who really wanted to take art but couldn't because of scheduling restrictions to continue doing something which is meaningful to them. More could be done to advertise this opportunity. I have also experienced the student's positive responses on the rare occasion that I have (with permission) needed to bring my dog into the studio. There is ample documented evidence of the positive effect on student well being by having animals in classrooms and something I hope the school revisits. With regard to mindfulness  and mindful reflection, I have worked on this with my DP 1 students (and will soon again with the current cohort). I wrote a chapter on the importance of it in visual art practice in my PhD and have been working on ways of pitching it as a practical process for visual art students. It is a way of being aware of their decision making whilst in the midst of practice, which is useful for their process portfolio work. I'd be happy to share this chapter and details of the practical exercises with the students. I have a lot on this year in terms of prep and so would not necessarily be willing to join a committee, but will certainly provide ideas.

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Daily check-ins with classes to see how students are doing, how they are coming into the day, worries or excitements they may have; taking time to connect with students on a human level (academics aside); mindfulness lessons and practices; lessons with counsellor, individual check-ins; movement/brain breaks; family partnerships; reflection journalling about how they are, how they are feeling, connections they'd like to share; work/lessons to help teach students self awareness and advocacy of their needs

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Ann H gives students a choice in her classroom to choose how they will listen best. They can choose to sit on the carpet, on a chair or next to (or not next to) a specific friend. This empowers our youngest learners to reflect on how they can best participate in class and identify how they learn best in a group setting.

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ISZL/Early Years focus on Outdoor Learning--being outside in all weathers, forest visits, cooking for forest, bringing the outdoors inside--all of which lead to an overall sense of well-being. There is a very high teacher to student ration when outdoors so individual needs can be met. This outdoor learning time is seen as just as valuable as 'indoor learning' time.

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Whole class morning meetings.

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1 on 1 counseling, Outdoor Learning talks, Forest Walks, Supporting in the classroom, being available for them almost at any time, communication with families, writing about how they are.

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In homeroom students have had themed days each morning, including Mindful Mondays & Thankful Thursdays. This will continue throughout the year. Having Homeroom every morning also allows students to have the consistency of a significant adult as the navigate High School

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Mindful minutes in morning MS bulletin; short videos from counselor on mental health

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Grade 1 visits the forest weekly, in collaboration with Laurence Trengrove, they were introduced to "forest bathing" in order to explore the various senses all around them in a different environment. The children then, can take these ways of observing, and thinking back into the classroom. - Alex and Laurence T

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Start with looking at the students' energy levels, take a moment to think about what went well, what they are grateful for/worried about

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"Meaningful Movement" High School PE curriculum. Link to philosophy - (in short - departmental aim is to engage interest and desire to be active for life.)
Constant 1 on 1 discussions with Ss through each unit of work, full engagement with each student following their learning roadmaps.
Allow Ss to choose some activities that are relevant to themselves. Always finding a link from the unit activity to their out of school Physical Activity (PA).

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When posting, please leave your name in case we would like to follow up. It is also helpful for our IB self-study.

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Your guiding questions for this sessions is:  What are some ways you support student well-being? What evidence have you seen around the school that supports student well- being?