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Well-being at Collège Rouges Barres, France Madiha Rosselle

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Well-being at Collège Rouges Barres, France Madiha Rosselle

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To encourage students, to feel comfortable at school, they are various clubs during lunch time. They can express themselves through different activities : dancing : there is a Flamenco workshop for example. There is also a concert so the students can exchange about this art. They understand how it can be both difficult and easy to accept one's body. It is part of being ok at school.

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When it comes to the well-being of students, it is certainly worthwhile to divide it into aspects of what is happening around the student and what is happening in the student's psyche. As far as the methodology I've had the chance to apply or observe is concerned, the individual approach is certainly important, in practically every class there will be pupils who need extra support for their development, it's important to provide them with psychological support but also the right external conditions, for example in the school where I'm doing my placement there are no school bells because of the pupils on the autism spectrum, or children who have problems with hyperactivity can ask for sensory toys during lessons.

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I like doing projects or tasks that are related to art. I think that students benefit from concentrating on making or creating something using various mediums. They feel relaxed while doing these tasks. I work with high school students and I like incoporating written tasks or sentences to accompany their artwork.

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In our school, continuous efforts are made to ensure the well-being of students. It is constantly applied for projects that encourage the fight against school absenteeism, for example after school with various activities and constructive benefits for students who are at risk of dropping out of school.

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Well-being of a child means, a child who shows the characteristics of his/her age to me. This includes being and feeling complete in phsycally,mentally,socially aspects. As a primary school teacher, I always give importance of my students happiness, I talk to them, ask them how they're, how they feel, how it's going on. I listen to them even in the spare times. I try to built powerful relationships between them. We do sports,we dance, we sing,we even clean the classroom together almost every day. They change their sitting positions every monday by drawing lots so that anyone can sit with another. We have fruit day for tasting healty foods. When someone feels bad, my students always support each other. When they live prroblems with each other, we have a peer agreement corner, they go there and talk and try to solve their problems by themselves first, another peer sometimes act as a bridge in their conversation,which is very effective. My students are 9 years old. It is not so hard to make a little kid happy I guess. If I'm happy they are usually happy.

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My school offers the possibility of participating in some extracurricular activities, with particular reference to sporting activities, however I think it could increase other types of activities related to theater or music. In addition to this, it offers psychological support to students with a continuously open desk.

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In my opinion, to talk about well-being, we should consider diffrent dimensions of people's (students') life:

Physical

Social

Psychological

Cognitive

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Sónia Soares Lopes, Matosinhos, Portugal

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Sónia Soares Lopes, Matosinhos, Portugal

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We applied to 10-15 students and teachers the Survey Happy Schools (Unesco Model).

The student response rate was very low, with only 12 per cent of 2CEB students and 6 per cent of 3CEB students responding, a fact that influenced the average age of the students who responded (11.6).

As for Perceived Happiness, students are generally happy and happy at school. Regarding Principles and Values, friends are considered the most important factor for happiness at school, followed by a safe environment. They consider good learning and a good environment to be most important at school. As far as People are concerned, in general, students have reasonable levels of satisfaction. Considering the responses in the area of Processes, students are particularly concerned about the workload assigned outside of lessons, assessment times and the school timetable. Conflict management is also a concern for students. As for spaces, students identify a lack of care on the part of the staff and a need to improve spaces for relaxation and well-being. They also show some concern about preparation for teaching via the internet.

Improvement Plan

Improve homework management;

Improve the conflict management system;

Improve the anti-bullying plan;

Improve spaces for relaxation and well-being.

Improve interpersonal relationships;

Improve communication;

Continue to reduce bureaucratic work;

Improve articulation between cycles;

Diversifying ways of learning and assessing;

Include students in the process of defining teaching/learning strategies.

The response rate from teachers was very low, with only 18 per cent of teachers responding.

As for the Perception of Happiness, the teachers are moderately happy, although they do show some unhappiness at school. They identify respect as the most important value for their happiness at school and work as the value that the school considers most important, in the area of Principles and Values. As for People, they show some dissatisfaction with interpersonal relationships. They are particularly dissatisfied with their salary, the recognition of their work, their working hours and consider there to be a lot of bureaucratic work. As far as Processes are concerned, in general they have average levels of agreement, although they are concerned about the balance in the use of different assessment instruments. They identify little inclusion of students in the process of defining teaching/learning strategies and the lack of a structured programme to promote happiness and well-being. They also identify the lack of specialised senior staff dedicated to promoting the happiness and well-being of the school community. With regard to Spaces, they identify the need for a structured system for resolving conflicts and improving spaces suitable for moments of relaxation and well-being.

Improvement Plan

Improve homework management;

Improve the conflict management system;

Improve the anti-bullying plan;

Improve spaces for relaxation and well-being.

Improve interpersonal relationships;

Improve communication;

Continue to reduce bureaucratic work;

Improve articulation between cycles;

Diversifying ways of learning and assessing;

Include students in the process of defining teaching/learning strategies.

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The term well-being is usually used interchangeably with positive mental health. This highlights the need for increased awareness and education. Well-being is a state in which pupils are able to develop their potential, learn and play creatively. Well-being is very personal and it is influenced by different factors like : culture, gender and economic background.

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The well-being of students at school starts with their physical, emotional and biological health and well-being. If any of these are lacking, the school should do its best to support student well-being (including for those with special needs). As a teacher, I care about my students being happy in the classroom. I wish to reach my students with different interests and learning areas without anxiety, by giving them flexibility in certain subjects and areas, and by diversifying activities. I make the necessary preparations and sometimes as a school we plan and implement this.

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well-being is a holistic concept that reflects the interplay of various physical, psychological, social, economic, and cultural factors in individuals' lives. It is subjective and can vary greatly from person to person, influenced by factors such as age, gender, culture, socioeconomic status, and life circumstances.

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Dans notre école on a accentué sur le bien être des élèves en faisant l'animation des club de théâtre, club d'informatique,...

En pratiquant le sport et en laissant les élèves jouent de football pendant leurs temps libre.Personellement ma classe est en bien être avec les projets ettwining mes élèves se sentent de joie et de bonheur.

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Well-being and Student Success

What is well-being?

Well-being is a multifaceted concept encompassing a student's physical, mental, emotional, and social health. It goes beyond just the absence of illness and includes factors like feeling happy, having a sense of purpose, and strong relationships. When students experience well-being, they're better equipped to learn, cope with challenges, and thrive in school.

Fostering Well-being

Schools can play a significant role in fostering student well-being through various approaches. Here's an example:

Social-emotional learning (SEL) programs: These programs equip students with skills to manage emotions, build healthy relationships, and make responsible decisions. They can create a more positive and supportive school environment.

Areas for Improvement

Every school can strive to do better. Here are some potential areas to consider:

Mental health resources: Are there adequate counselors, therapists, or support groups available for students struggling emotionally?

Anti-bullying initiatives: Does the school have strong policies and programs in place to address bullying and create a safe space for all students?

Stress management strategies: Does the school curriculum incorporate stress-reduction techniques or offer opportunities for physical activity and relaxation?

By working together, educators, parents, and students can create a school environment that prioritizes well-being and empowers students to succeed.

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Well-being in school refers to the overall health, happiness, and quality of life experienced by students within the educational environment. It encompasses various aspects of students' lives, including their physical, mental, emotional, and social well-being. Factors contributing to well-being in school may include positive relationships with peers and teachers, a supportive learning environment, opportunities for personal growth and development, access to resources for physical and mental health, and a sense of belonging and inclusion. Ultimately, well-being in school is about creating an environment where students can thrive academically, emotionally, and socially.

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In our school, there are two psychological counselors and a teacher in charge of each class. The physical, emotional and social development of the students in the classroom is monitored. We try to make students happy with various fairs, picnics, festivals and projects at school.

If the number of students in the classroom decreases in our school, we can be more concerned with the well-being of each student.

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School should promote physical activity since it is associated with improved learning and the ability to concentrate.

School should promote and work for building strong, supportive relationships in order to provide students with the emotional resources to step out of their intellectual ‘comfort zone’ and explore new ideas and ways of thinking, which is fundamental to educational achievement.

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In my school we promote well-being with many projects such as music projects, educational vegetable garden and workshops for foreign/migrant pupils. I think that my school should improve to increase its energies in the learning space, making more welcoming rooms and more positive learning environment in general.

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In my school we promote well-being with many projects such as music projects, educational vegetable garden and workshops for foreign/migrant pupils. I think that my school should improve to increase its energies in the learning space, making more welcoming rooms and more positive learning environment in general.

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I believe that the key in school learning and engagement lay in students' willing to take risks in their learning without fear of failing.

And from grades.