• Check in on students during campaigns (poloroids)

• Peer leaders to support mental health and well-being of school population, have art sessions while discussing about how each other are doing

• Voice of quest: rant about feelings, how they feel and held accordingly after putting it in a box

• Check up on them while playing video games so they won’t feel overwhelmed and targetted

• Having small chat sessions during silent reading during morning assembly (students/teachers -> everyday)

• Mood Box: write how they feel on the whiteboard

• Cheer week: cheer cafe -> writing letters to friends and food, games console!

• Sec 3 and 4s helped Sec 1s with homework, or whatever help

How can peer support be made normal part of school life rather than something only for serious situations?

Youth Day:

• Ice cream!

• Walk and dragon boating

• Youth week: Full of activities during recess, Grand finale: night talent show, dress-up day

  
  

• Bi annual event: school goes to the beach and play ball and card games

• Gifts for students

What could your school do (visually, digitally, or through programmes) to remind students they’re not alone?

• Teach friends how to do homework when they need help

• Well-being campaigns

• Exam welfare packs

-talent show (can showcase your talent to the school, so you feel a better sense of belonging)

-interclass games for all levels

-public performance (get students to support the performers outside of school)

-tournaments, inter house games

-carnivals (on the weekend, whole school is carnival based, happens about every 5+ years)

-school mascots

-cross country events (each class/level with diff shirts)

-be yourself day (students dress up in anything they want)

How to encourage students who usually stay silent to participate in school culture

-individual activities in a group (group mates can see their work)

-camps/bonding day for different levels (activities for them to step out of comfort zone)

-mass dancing (leaders teach all sec 1s and encourage them to dance along)

Designing one initiative

-leadership elections

-working together with different associations outside of school (they can perform/have special items representing their school)

-personally designing school based shirts (everyone can input ideas)

-school trivia (history about the school)

-students can teach others in their school their personal skills (how to play volleyball, how to speak basic japanese etc)

-give awards (vouchers for class party) to cleanest/most well behaved class

-build school culture through cheers

• s1 ori camp games ic hesitate to play the game in a way that the s1s cld have fun (original rules were complicated)

• leading exco and the school afraid but got over it to step

• commanding school pledge, hesitant to take the job but stepped up after seeing their peers do it

• hesitant to sign up for a parade w other sch, scared drills not good enough esp when rep school, gained confidence thru teachers and friends

how can sch make leadership opp more accessible to quiet kids

• start small by being a leader of a group proj or class comm

• s1 give a try in leadership (junior leadership) to see if they suitable and look for potential

• start with small things like overseeing duty rosters and sending reminders to gain confidence

what kind of irl challenge cld be used to develop leadership skills

• having siblings

• leadership camps: act as game facilitator, do recycling at sentosa to make a bridge, rafting, trying to plan events

what support structures wld help SLs thrive

• give feedback after events, seniors share personal experiences, give abit of time to adapt to challenges and meet experiences, senior-junior mentoring

How can students creatively check-in on one another, without making it overly awkward?

• Complains first, “Wow this is so… what’s poppin.”

• Cards for sharing with teachers so that they can better care for student’s needs.

• Affirmation X Problems Game, seeing people’s struggles and how to affirm people about it.

• Wall having two boxes for complaints and vents - collated by SLs, principal may address

• Initiate class monitors and sps to be more involved and trained in peer support so that students can approach more people for support, as well as being less intimidated.

Consider different approaches because of different perspectives.

How can Peer Support be made for daily life instead of a last resort.

• Having the help of normal students and input to de-intimidate the idea of Peer Support, allowing for students to easily approach anyone for help.

• Kindness week, event planned by Peer Support Leaders. Make phone charms, escape room (google form for easy tracking), kahoot quiz, positive affirmation box, Google escape room.

• SCs and PSLs (normal people) are not intimidating to approach.

• A voting system for PSLs to ensure the best, most suitable for PSL (Include teacher interviews)

• ASAP: a relaxing way for students to participate in games and activities.

• Cheer week (MHAW): affirmation boards and games

• Youth Day: provide snacks/bbt for entire school

• Games on increasing awareness on those with special needs

What could your school do to remind students that they are not alone (visually, digitally, or through programmes)

• Well-being Wednesday (3 days a week): After all announcements, one final announcement will be done by the division and provide advice to ensure people take care of themselves.

• Health and Youth Week: Every day will have a different theme to talk about - addressed by different departments (eg. Peer support, stress management)

• Mental Health Campaigns every year, theme chosen every year.

• Words Of Wisdom (WOW) Wednesday: Students from student body to share with the whole school

• Student Leaders to share advice with school

J) Special attire during NSG to keep pride and honour for school

K) 1 hour of free time to allow students to have fun and feel a belonging to the school

3. Issue: students keep fighting

1. Solution: Teachers organise programs to respect each students to resist urge to fight with each other

Issue: People do not respect school property

Solutions: Flag system= different flags mean different things

Issue: poor grooming

Solutions: Daily grooming checks and referral to teachers if not followed

Issue: When there are no teachers around, students would fool around

Solution: Let student councillors or relief teachers to settle the class. Serious case: remove free period

Issue: very noisy especially during recess

Solution: Student councillors patrol around the school and refer to teachers if needed

Issue: Use phones in class

Solution: Keep phones at one side

Issue: Issue attire especially after PE

Solutions: Give a leeway period and do not let them know

Issue: Student leaders are not doing their duties

-engage with elders

-to learn more about our community-generational gaps-help understand

-experiences

-we get to learn about the past experiences and apply it to the future

-more to better understand the community, diff age grps, ethnicity, diff needs that need to be met

-students can learn how they can serve their community, know what targets to focus on

How can VIA projects be designed to engage students better, encourage them to take more ownership while value-adding to the community?

-lasting partnerships, sends councillors and volunteers to engage with he elderly-make sure the elderly keep in touch, improve motor skills and mental skills (board games, origami)

-more hands-on will make it more unique 

-more beneficial if there us more interaction

-engaging with preschoolers, hands-on activities (storytelling)

-usually do with the elderly 

-cats, inviting the stray home people to the school, to sell merch so they could get money for the cats, set up in the middle of the canteen, had socks, rings earrings etc, sold a lot of things

What are some ways in which student leaders can increase awareness of social/ environmental issues to stir the student population to action?

-class VIA, carnival day, competition, 

-making polls abt it (polls on social media), school morning assembly, initiate events, 

-people collected trash and the classes with the most amt of trash won (comp based)

-get to participate by telling them they can get VIA hours 

-make it into a competition (recycling competition etc)

-went to HDB door to door to collect recyclables 

-within a timeframe, whoever collects the most amount of bottles will get a prize

-set up a week where no plastic should be sold, prices can be reduced as an incentive 

-no meat day

What can be added to VIA experiences that can help students reflect meaningfully and feel proof of their actions?

-shout out

-morning assembly share abt their activities

-every yr got class VIA, partnered with childcare to help low income students

-seeing the effect you have on the people you reached out to help

-it is meaningful if you can quantify the impact

-national level, Kids Read (NLB organises), they go over to primary schools who read to children, then they do an activity based on the story they just heard (eg the moral)

-a group of ppl go over to the elderly centre, talk and interact with tree elderly despite the language barrier, seeing the elderly so joyous made their efforts feel worthwhile 

-leadership journal to record everyone’s efforts

-FMSS day, we clean up the school and give out packages and handwritten cards to our non-teaching staff

-Winning heart, preparing food for the low-income families, knowing the food is fir a good cause

-kids affected by mental or physical disabilities, taught them how to paint, refurbished the Friendship village in Vietnam

-follow a local school and visit an orphanage 

-go to a local school and help build some infrastructure, teach them English

-exchange experiences

-document their overseas journey and present it, they will hose their exchange schools this year

year 1s: whole batch involve via 

cmps: have competition to plan own via projects

can have via twice a year

opportunities to showcase projects with the school

invite other schools to showcase

teachers are supportive and provides resources

many via grps and emails for opportunity 

 student led and organisations reach out

igl inter generational learning learn with the elderly and elderly teach

side competition to collect rubbish at jurong lake gardens (be careful some councillors dug trash to win)

cooperate skills  (volleyball can conducted a class)

saints care day all levels have different projects showcase what they are going to do (performed for the elderly) feels could improve the influence of it and doing it willingly

should look forward to via

don’t really have opportunities 

each class have environment committee 

does activities related to environment eg earth day

invite elderly to do activities in sch 

elderly seem happy

gave out food

feels ppl feel it’s more of a chore

let others be more engaged

2.

students can initiate via projects that students like

student leaders research more and can relate to 

equally improve to engage students and make sure they learn something 

have a lot of scholars different cultures

international friendship day: make a video to showcase cultures , played during free period or assembly 

foreign students: good experience, more students ask abt her culture feels more welcomed

a lot of events 

mental wellness week

smile season

earth day

planned by sls 

themed activities 

send emails on situation at hand

invites students to do talks during assembly to encourage advocacy 

send qr code to for students to sign up

different boards advocate 

earth team: tree watering, earth day

racial and religion team: morning announcements during festive periods

peer support dept hosts booths during recess 

class has environmental advocates have one lesson to do advocacy for social and environmental 

makes use of class comm

cc ambassadors sets up booths to raise awareness on different environmental and social issues

no.3

 bloom week for sec 3s, forms a group, select a category, assign someone to see how it’s like how it’s runs, made to take pics and journal down what learned and do presentation can look back and see how much they have learned

gg forms, questions crafted for reflection, sometimes have to do report and share with the school

debriefs

sch could have card written by via participants 

took pictures with via participants to help them reflect and inspire to do via again 

helps motivate them to do better

lower sec do booths to engage elderly

habit of doing debrief, makes them want to do it better, allows reflection 

similar but use gg form

what they want things to be improved 

how often do you have via?

every 3 months, 200=100 sell goods for 50% off

receptionist sheng siong cards ushering

design thinking classes

class encouraged to do via 

opportunities are given cos of organisations emailing 

once every three months

twice a year compulsory for

• Nomination systems from teachers and students  help people gain confidence through recognition

• smaller, less commitment roles to encourage more participation. we can slowly ease people in into leadership

• we can encourage the quieter students to take lead

real-life situations:

• unfamiliar situations to encourage communication and leadership

• emergency situations can train leaders; exposure builds confidence

support structures:

• leadership journals help with self reflection and self-improvement

• feedback sessions promote self-awareness and growth

• mentorship and inclusive systems

chihuro:

• -house (clusters outside of class) and peer support

-have compulsory peer support session (learn to cope with stress and help feel a sense of belonging)

• -underhand why they dw to participate

• Reflect on ourselves like what our activities are

• interactions make them comfortable

• They’re depts main things is school issues

• engagement with class ics to get feedback from students

• “town hall” is where students can meet the rule makers so teachers can clarify

• how efficient their school is in terms of implementing

• 7/10

• doesnt rlly cater to students needs

• try their best to take in reasonable/feasible feedbacks

• how effective is this school crossover

• quite effective as we get a wider view on different perspectives

• one improvement is can give the questions beforehand so they have time to think about it

jing en:

-hear from student body their hopes for the school and themselves

-helps them to reach the students easier

• 
  

• how effective school is 5/10

• school had many new implementations (adding new lights, more fans)

• can have a better way to get students feedback

ranon:

-sec1 mentoring

• -health and youth week (clothes swap: donate old clothes)

• how effective school is

• feedback to student leaders

chloe:

• -be yourself day (dress up in ur own clothes)

-showcase performances

• -psls

• online platforms

• principal talks to each sec4 individually

• Vice principal talks to sec3s in a group

• how effective school

• manpower is an issue

Hubert:

-ice breakers during cce lessons to learn school values

-ECG counselors

• exco create poster for students to voice out feedback

• if it’s worth voicing out it will be presented to school leaders

• If feasible can be implemented for one month and also have to check with student leaders

• how effective school

• can do better on separating friends

• schon budget affects implementations of new facilities

Hanson:

-sec1 orientation planning

-sec1 orientation (used to have overnight, brings sense of togetherness, fosters friendship thru sleepovers and campfire)

• -have someone extroverted

• Psls can reach out to classmates

• cheers used during nsg

• google form to get feedback from students

• collate reasonable feedback

• start to implement changes if teachers approve

• how effective school

• 5/10

• renovated fans (students satisfied but not to their liking)

Amber:

-sec1 orientation planning

-mass dance (taught during ori, presented during ori finale)

• -commemorate youth day

• play games by cohort

• how effective school

• 6/10

• building lift

• Each psl in each class present a campaign

• how effective this school crossover is