And from grades.

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.

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

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.

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.

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.

• Physical

• Social

• Psychological

• Cognitive