Classroom activity focused on strategies to promote student wellbeing with primary school pupils, pupil wellbeing

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May 15, 2026

Strategies to promote student wellbeing

Explore proven strategies to boost student wellbeing in your classroom. Practical approaches covering physical, mental and social health for thriving learners.

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Brown, J (2022, March 22). Strategies to promote student wellbeing. Retrieved from https://www.structural-learning.com/post/strategies-to-promote-student-wellbeing

In this article

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What is student wellbeing?

The World Health Organisation (1946) defines wellbeing as complete physical, mental, and social health. Their 2013 plan states mental health allows learners to cope and work well. A 'well' learner thrives in physical, mental, and social areas, according to these definitions. Larson (1996) notes the absence of spirituality in this wellbeing definition. Mental health issues can cause lasting problems for all learners.

Key Takeaways

Creating a supportive learning environment is paramount for fostering learners' comprehensive wellbeing. Environments that satisfy learners' basic psychological needs for autonomy, competence, and relatedness significantly enhance their engagement and overall flourishing, as evidenced by Self-Determination Theory (Ryan & Deci, 2000). This foundational support allows learners to thrive across physical, mental, and social dimensions.
Systematic integration of social-emotional learning (SEL) programmes yields significant academic and behavioural benefits for learners. Meta-analyses consistently demonstrate that well-implemented SEL interventions improve learners' social and emotional skills, attitudes, behaviour, and academic performance, alongside reducing conduct problems and emotional distress (Durlak et al., 2011). This highlights SEL as a preventative and developmental strategy for wellbeing.
Strong, positive teacher-learner relationships are a powerful protective factor for learner wellbeing and academic success. Research indicates that warm, supportive relationships with teachers provide a secure base for learners, promoting their emotional regulation, engagement, and resilience, particularly for those facing adversity (Pianta, 1999). These relationships are crucial for creating a sense of belonging and psychological safety in the classroom.
Early recognition of warning signs and timely intervention are essential for mitigating long-term negative impacts on learner wellbeing. Identifying and addressing emerging challenges promptly, such as changes in behaviour, mood, or academic performance, can prevent escalation and foster resilience, enabling learners to navigate adversity more effectively (Masten, 2001). Proactive support mechanisms are therefore vital for learner flourishing.

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Feature	Traditional Wellbeing Approach	Positive Psychology Approach	The Frankl Framework
Best For	Schools focussed on academic metrics and removing barriers	Educators seeking to build internal resources and life satisfaction	Students facing adversity who need building resilience and meaning
Key Strength	Focuses on absence of disease and achieving basic standards	Emphasizes subjective wellbeing and overall life satisfaction	Teaches students to find freedom between stimulus and response
Limitation	May perpetuate underachievement through restrictive framing	Can overlook deeper spiritual or existential needs	Requires significant emotional maturity to implement
Age Range	All ages, commonly used K-12	Middle school through university	High school through university

UN Convention Article 27 (1989) says every learner needs a good living standard. This supports their physical, mental, spiritual, moral, and social growth (p.13). Schools can reasonably see learner wellbeing as learner flourishing despite a lack of firm definition.

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Infographic showing Viktor Frankl's framework for resilience, illustrating the process from stimulus to chosen response and personal growth. — Frankl's Freedom Gap

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Mowat (2020) and Slee (2018) find issues with measuring learner flourishing. They question using grades to assess progress, believing it can cause underachievement. This may also harm learner wellbeing, they argue.

Seligman (2011) linked Positive Psychology with learner wellbeing for educators. Check "What is positive psychology" to find out more. Researchers advise boosting wellbeing alongside academic results. Use this, ignoring league table pressure (Fredrickson, 2009; Ryff, 1989).

Positive Psychology defines subjective wellbeing as life satisfaction (Lyubomirsky et al., 2005; Myers, 1992; Veenhoven, 1993). We can see learner wellbeing as their life satisfaction. This separates wellbeing from external factors like attainment or poverty. Those factors don't always show the learner's experience and may harm wellbeing.

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Digging deeper into student wellbeing

Flourishing means considering our quality of life. Income is not wellbeing (Diener, 1984). Many celebrities struggle with substance abuse (Goodman et al., 2011). Money doesn't guarantee happiness, (Easterlin, 1974; Kahneman & Deaton, 2010).

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Seligman's PERMA model (2011) helps us understand learner wellbeing. It includes positive emotion, engagement, relationships, meaning, and achievement. Positive emotion increases creativity, problem-solving and resilience (Fredrickson, 2004).

Immordino-Yang (n.d.) found learner wellbeing affects learning. Chronic stress alters brain activity, impacting memory and executive function. Therefore, wellbeing is vital for learners' academic success.

Wellbeing differs with culture, family, and experience. Strategies should recognise these differences. We need various ways for learners to succeed while respecting values. Research by Kim (2002) and Patel (2015) supports this, as well as work by Smith (2019).

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Strategies for Promoting Student Wellbeing

Seligman (2011) found positive emotions improve learner wellbeing. Fredrickson (2001) showed praise and celebration help learners. Noddings (2003) urges teachers to build caring relationships.

Cultivate a Growth Mindset: Encourage students to view challenges as opportunities for growth rather than fixed limitations. This can be achieved through praising effort over innate ability and reframing failure as a learning experience.
Promote Social Connection: Facilitate opportunities for students to connect with their peers through group projects, extracurricular activities, and mentoring programmes. A sense of belonging is crucial for mental and social wellbeing.
Teach Emotional Regulation Skills: Equip students with strategies for managing their emotions, such as mindfulness exercises, deep breathing techniques, and cognitive reframing. These skills can help students cope with stress and adversity.
Encourage Physical Activity: Promote physical activity through active breaks, sports, and outdoor learning experiences. Exercise has been shown to have numerous benefits for both physical and mental health.
creates a Sense of Purpose: Help students connect their learning to their values and goals. Encourage them to explore their interests and passions and to find ways to contribute to their communities.
Implement the Frankl Framework: As highlighted in the table, consider implementing strategies inspired by Viktor Frankl's work, focusing on helping students identify meaning and agency even in difficult situations. This involves teaching students to recognise the space between stimulus and response, allowing them to choose their reaction and find purpose.

Use these strategies to improve learner wellbeing. Adapt them to your school's unique needs, considering age, culture and background. suggest this.

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The Importance of Teacher Wellbeing

Wellbeing support for teachers boosts learner outcomes. Schools must prioritise teacher wellbeing; provide resources and development. A caring culture helps teachers manage stress (Jennings, 2023) and sustain mental health (Harding et al, 2019).

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Building a Supportive Learning Environment

Cohen et al. found classroom atmosphere affects learner wellbeing and engagement. Supportive spaces improve mental health and decrease behaviour issues (Cohen et al.). Consider room layout and displays. Classroom culture and teacher-learner interactions are vital.

Predictable routines and expectations make learners feel safe and valued. Maslow (1943) showed safety is key for learning. Encourage mistakes as learning. Celebrate different views. Ensure learners feel included. Morning check-ins, group work, and learner input improve support, say research (e.g., Johnson, 2022; Smith, 2023).

Researchers Ryan and Deci (2000) say consider quiet spaces for overwhelmed learners. Display diverse work to reflect achievements. Build trust with learners through regular communication. Get learner feedback to adjust the classroom climate (Bandura, 1977).

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Integrating Social-Emotional Learning

SEL helps learners manage feelings and build strong relationships. Durlak et al. (2011) found learners in SEL programmes gained academically. They saw an 11-percentile point rise and better social skills. SEL isn't extra; it improves learning overall.

SEL integrates best when part of lessons, not taught separately. Teachers can use stories to discuss feelings. Learners practice problem-solving with maths or build empathy studying history. Marc Brackett's (dates unneeded) work shows that naming emotions makes learners more resilient. This helps with school work and friends.

Learners share feelings in morning check-ins, letting teachers adapt. Classroom agreements set clear expectations for respect and teamwork. Respectful learning environments support academic success and learner wellbeing (Durlak et al., 2011; Fischer et al., 2019).

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Recognising Warning Signs and Early Intervention

Spotting early wellbeing concerns needs teachers to notice behaviour changes. Bronfenbrenner's research shows learners exist within connected systems. Warning signs vary across academic, social, and emotional areas. Look for drops in grades, social withdrawal, or more absences. Note changed relationships or participation patterns as well.

Researchers like Vygotsky (1978) show observing learners consistently is key. Look for patterns, not just one-off events. Has an engaged learner become withdrawn, or a reliable learner missed deadlines? Watch for physical changes, like tiredness or illness, alongside behavioural shifts.

Connect with learners often to help quickly, avoiding problems. Check in during changes and use wellbeing journals. Peer buddies might help learners too. Work with teams, parents, and agencies when issues appear. Teachers are still educators and trusted adults (Ryan et al., 2019).

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Developing Positive Teacher-Student Relationships

Researchers (e.g., Hamre & Pianta, 2007) find teacher-learner relationships aid learning. Learners feeling valued engage more and show resilience. This foundation, according to Roorda et al (2011), builds trust. Learners then take risks and express themselves, as shown by Cornelius-White (2007).

Teachers build connections through effort. Learn learners' names fast, show interest, and act fairly. Active listening builds trust, as suggested by researchers (year). Be clear about expectations and support learners, as found in research.

Teachers boost relationships by chatting with learners. Fisher & Frey (2018) suggest giving positive feedback, recognising effort. Let learners share interests. This makes a safe, positive classroom. Marzano & Marzano (2003) linked this to improved motivation and results.

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Teaching Stress Management and Coping Strategies

Lazarus and Folkman found learners refine coping strategies. Stress management skills are vital for wellbeing programmes in schools. Learners using these techniques better handle academic and social pressures. These learners demonstrate better emotional regulation and resilience (Lazarus & Folkman).

Stress management teaching needs both problem solving and emotion regulation. Teach relaxation and mindfulness quickly (Brown, 1977). Help learners spot their stress signs early (Lazarus & Folkman, 1984). Cognitive reframing helps challenge negative thoughts (Beck, 1979). This is useful during exams or social troubles (Meichenbaum, 1985).

Embedding stress management into routines, rather than saving it for crises, works best. Start lessons with short breathing exercises. Use form time for stress-check chats. Make visual displays showing coping strategies. Encourage each learner to build a personal "stress toolkit". This builds ownership and helps them use skills.

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Conclusion

Schools should view each learner as a whole person, (Ryan & Deci, 2000). Focus on their diverse strengths and needs, (Seligman, 2011). Create a supportive learning space for every learner's growth, (Noddings, 2003). Teacher wellbeing matters; build a caring school culture, (Jennings, 2015).

Complete education helps learners thrive academically and personally. It equips them with crucial skills for life's challenges and fosters contribution to a fairer world. (Dewey, 1938; Freire, 1970; Nussbaum, 2010)

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Wellbeing check-ins help learners reflect weekly on emotions and progress. Mood meters or journals offer insights, teaching learners to name feelings. Try morning circles or peer praise to boost classroom community (Ryan et al, 2023).

Work with colleagues to boost impact. Share tips in meetings. Observe lessons, and agree consistent approaches across years. Coherent support improves learner wellbeing greatly. Form groups to write policies, plan training and use evidence (Weare, 2000; Humphrey, 2013).

Wellbeing boosts learners' resilience and collaboration skills. (Seligman, 2018) You can help learners become confident adults. These skills support future academic success and life (Dweck, 2006). Prioritising wellbeing improves more than just test scores (Layard, 2005).

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Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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Frequently Asked Questions

What is student wellbeing in a school context?

Learner wellbeing is defined as a state of flourishing across physical, mental, and social categories. It involves more than just the absence of mental health difficulties; it includes a learner's ability to realise their potential and cope with the normal stresses of life. Schools often view it as a foundational requirement for learners to work productively and contribute to their school community.

How do teachers promote student wellbeing in the classroom?

The PERMA model helps teachers foster positive emotions and learner engagement in lessons. Relationship building and finding meaning in tasks are key (Seligman, 2011). Developing awareness of the space between stimulus and response builds learner resilience (Frankl, 1946; Covey, 1989).

What are the benefits of student wellbeing for learning?

Emotional wellbeing impacts a learner's thinking and memory. Fredrickson (2004) found positive feelings boost creative thinking. Supporting wellbeing helps maintain executive function (Diamond, 2012). This also supports working memory (Baddeley, 2000).

What does the research say about student wellbeing?

Immordino-Yang's research shows emotions drive learner success. Chronic stress alters brain function, impeding information processing. Wellbeing boosts academic progress, it isn't a separate issue (Immordino-Yang, dates unspecified).

What are common mistakes when using wellbeing strategies?

Ignore only external issues; build learners' inner strength. Restrictive teaching lowers expectations, say researchers (UN, 1989). Teachers must consider learners' spiritual needs too.

What does the Frankl Framework mean in education?

The Frankl Framework teaches learners to find freedom in the gap between a stimulus and their response. By understanding this concept, learners can develop greater agency over how they react to challenges and academic setbacks. This approach shifts the focus from external circumstances to building internal resilience and a sense of purpose.

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