Why teach well-being in schools?

 

In 2007, Unicef conducted a study on the well-being of young people in developed countries that saw the UK become last in the category 'subjective well-being'.

What are the implications for schools? Evidently, well-being influences motivation, engagement and academic achievement. Unicef's study shows that more is needed than traditional PSHE lessonsd to help students find ways to increase their well-being, develop confidence and flourish as individuals.

 

The 'mind for learning'

 

Positive Psychology is an evidence-based, scientific movement within the field of psychology concerned with personal growth and positive functioning. It has a focus on factors that enable people to experience high levels of well-being such as finding out abut character strengths, increasing resilience, develop positive emotions and feeling a sense of purpose and meaning.

Teaching well-being in schools, either through tailor-made programmes or through activities across the curriculum reflects a holistic approach to education that focuses equally on the academic as well as on the emotional side of learning.

 

In short

 

Teaching well-being wil give students the tools to live and achieve well as part of their learning experience in Primary and KS3 as well as balancing out the demands of KS4 and 'A' Levels. It puts students in the mind for learning, helping them to grow as individuals, identify strengths and build greater levels of resilience.

 

We at ASL education believe that well-being complements academic achievements and provides a genuine intrinsic motivation for learning. We offer workshops that are based on the principles of positive psychology interventions and show participants how to implement a well-being curriculum as a distinct subject or aspart of an existing PSHE programme.