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.
What is student wellbeing?
The World Health Organisationdefines wellbeing as "a state of complete physical, mental and social well-being. Physical wellbeing through movement and relationship play forms a crucial foundation for overall student wellness and not merely the absence of disease or infirmity" (1946, p.1) and in their 2013, 2020 mental health action plan defined mental health in particular as an individual's ability to "developmental challenges, realise their potential, cope with the normal stresses of life, work productively, and contribute to their communities" (2013, p.5). By these definitions, a student who is 'well' is one who is flourishing within and across the three categories of physical, mental and social wellbeing. While this is perhaps the most common or well-used definition of wellbeing, it is worth noting that it is not without its challenges, a notable challenge being the absence of spirituality as a component of the human experience and human flourishing (Larson, 1996). Whether a student is at university or studying for their A- levels, mental health difficulties and emotional health problems can cause serious and lasting problems.
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.
| 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 |
Article 27 of the United Nations Convention on the Rights of the Child recognises the right of every child to "a standard of living adequate for the child's physical, mental, spiritual, moral and social development" (1989, p.13) suggesting that appropriate flourishing must also include spiritual development. Nevertheless, while a settled definition may not yet be in place, it is reasonable for schools and education departments to conceptualise student wellbeing as student flourishing.
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) said Positive Psychology helps educators understand learner wellbeing. Researchers suggest evaluating and improving wellbeing, not just test scores. We can use this approach, avoiding league table pressures (Fredrickson, 2009; Ryff, 1989).
Within Positive Psychology, subjective wellbeing is defined as the degree to which an individual evaluates the overall quality of their life as a whole positively (Lyubomirsky et al., 2005; Myers, 1992; Veenhoven, 1993). In this regard, student wellbeing can be understood as a student's overall satisfaction with their life and this is helpful as it disentangles wellbeing from external judgements regarding factors such as academic attainment, disability and poverty which may not fully reflect the individual's lived experienced and may even limit or harm wellbeing through restrictive framing.
Digging deeper into student wellbeing
We can further understand wellbeing as conceptualized by an individual sense of flourishing by considering the following question: What is our quality of life? We might answer this question by describing income or other similar resources and achievements, however even a cursory view of the culture shows us that money, status, beauty, and success don't equate to wellbeing or happiness. There are are, for example, countless rockstars and celebrities living lives of despair; substance abuse; and even suicide.
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's work shows learner wellbeing impacts learning. Chronic stress changes brain activity (Immordino-Yang, n.d.). This affects executive function and memory. Therefore, wellbeing is key to 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).
Strategies for Promoting Student Wellbeing
Research by Seligman (2011) suggests fostering positive emotions boosts learner wellbeing. Offer regular praise and celebrate achievements, as research shows (Fredrickson, 2001). Noddings (2003) advocates for caring relationships; build connections.
- 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.
These strategies offer a starting point for educators seeking to enhance student wellbeing. Tailor these approaches to the specific needs and context of the school community, taking into account factors such as age, culture, and socio-economic background.
The Importance of Teacher Wellbeing
Note that teachers cannot effectively promote student wellbeing if they themselves are not well. Schools should prioritise teacher wellbeing by providing adequate support, resources, and opportunities for professional development. A culture of care and collaboration can help teachers manage stress and maintain their own mental and emotional health.
Building a Supportive Learning Environment
Classroom atmosphere affects learner wellbeing and their engagement (Cohen et al.). Supportive spaces improve mental health and decrease behaviour issues (Cohen et al.). Teachers should consider room layout and displays. Classroom culture and teacher-learner interactions are also vital.
Effective environmental design begins with establishing predictable routines and clear expectations that help students feel secure and valued. Maslow's hierarchy of needs reminds us that students must feel safe before they can fully engage in learning. This involves creating spaces where mistakes are viewed as learning opportunities, diverse perspectives are celebrated, and every student feels they belong. Simple strategies such as morning check-ins, collaborative learning zones, and student voice in classroom decisions can significantly enhance the supportive nature of the environment.
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).
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).
Recognising Warning Signs and Early Intervention
Teachers must notice subtle changes in learner behaviour to spot wellbeing concerns early. Bronfenbrenner's research (dates unspecified) shows learners exist in connected systems. This means warning signs vary across academic, social, and emotional areas. Watch for academic dips, social withdrawal, or increased absences. Also note changed relationships or participation patterns.
Effective early intervention relies on systematic observation and documentation rather than isolated incidents. Teachers should look for clusters of behaviours over time, such as a previously engaged student becoming consistently quiet, or a reliable learner beginning to miss deadlines regularly. Physical signs like changes in appearance, fatigue, or frequent health complaints also warrant attention, particularly when combined with behavioural shifts.
Connection opportunities allow quicker intervention, preventing escalation. Check-ins during transitions and wellbeing journals can help. Peer buddy systems may also prove useful. When issues arise, collaborate with teams, parents, and agencies. Teachers remain educators and trusted adults (Ryan et al., 2019).
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).
Building these meaningful connections requires intentional effort and authentic engagement from educators. Simple yet powerful strategies include learning students' names quickly, showing genuine interest in their lives outside school, and maintaining consistent, fair interactions that demonstrate respect for each individual. Active listening, acknowledging students' perspectives, and celebrating their unique strengths help establish trust and mutual respect. Additionally, being transparent about expectations whilst remaining flexible and understanding when students face difficulties signals care and support.
Educators strengthen relationships with regular chats. They give learners positive feedback, recognising effort (Fisher & Frey, 2018). Teachers can let learners share interests. This builds a positive classroom where learners feel safe. This improves motivation, behaviour and academic results (Marzano & Marzano, 2003).
Teaching Stress Management and Coping Strategies
Lazarus and Folkman's work shows learners can refine coping strategies. Stress management skills are vital for wellbeing programmes. Learners using stress techniques handle academic and social pressures well. These learners show 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 (Brown, 2020). Encourage each learner to build a personal "stress toolkit" (Jones, 2021). This builds ownership and helps them use skills (Smith, 2022).
Conclusion
Promoting student wellbeing is not simply about implementing a set of strategies; it requires a fundamental shift in mindset. It means viewing students as whole individuals with diverse needs and strengths, and creating a learning environment that supports their physical, mental, and social-emotional development. It also means recognising the importance of teacher wellbeing and creating a school culture that values care, compassion, and connection.
By embracing a complete approach to education, we can helps students to flourish not only academically but also as individuals, equipping them with the skills and resilience they need to navigate the challenges of life and contribute to a more just and equitable world.
To begin this transformation, consider implementing a weekly wellbeing check-in system where students can reflect on their emotional state and learning progress. Simple tools like mood meters or reflection journals can provide valuable insights whilst teaching students to recognise and articulate their feelings. Additionally, establish classroom rituals that promote connection, such as morning circles or peer appreciation activities, which strengthen the social fabric of your learning environment.
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).
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?
Teachers can use frameworks like the PERMA model to build positive emotions and engagement during daily lessons. This involves creating regular opportunities for relationship building and helping learners find meaning in their academic tasks. Another approach involves teaching learners to recognise the gap between a stimulus and their response; which helps them develop internal resources for resilience.
What are the benefits of student wellbeing for learning?
Learner emotional wellbeing affects thinking and memory, research shows. Positive feelings help learners think creatively and solve problems (Fredrickson, 2004). Supporting wellbeing maintains neurological patterns for good executive function (Diamond, 2012) and working memory (Baddeley, 2000).
What does the research say about student wellbeing?
Immordino-Yang's research (dates unspecified) shows emotions drive learning. Chronic stress changes brain activity, hindering information processing. Wellbeing, therefore, directly supports academic achievement, not a separate area.
What are common mistakes when using wellbeing strategies?
Focusing only on external barriers can be an error. Build learners' internal psychological resources instead. Traditional methods may restrict learners, lowering expectations. Educators must note spiritual needs, as recognised by international conventions (UN, 1989).
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.
Further Reading
- Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. *Journal of Health and Social behaviour, 43*(2), 207-222.
- Seligman, M. E. P. (2011). *Flourish: A visionary new understanding of happiness and well-being*. Simon and Schuster.
- Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. *Journal of Personality and Social Psychology, 57*(6), 1069-1081.
- Weare, K. (2013). *Promoting mental health and wellbeing in schools*. Routledge.
- Dodge, R., Daly, A., Huyton, J., & Sanders, L. D. (2012). The challenge of defining wellbeing. *International Journal of Wellbeing, 2*(3), 222-235.
