Strategies to promote student wellbeing

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.

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. 

However, the question of what it means to flourish can quickly become complex and authors such as Mowat (2020) and Slee (2018) problematise the use of measurement devices such as attainment statistics and pupil performance in assessing student progress, questioning the extent to which such practices may in fact perpetuate academic underachievement, harming student wellbeing in the process. 

In contrast, free from entanglement with attainment and global league tables Positive Psychology offers a valuable perspective for educators seeking to better understand, evaluate and improve studentwellbeing. 

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.

‍

Research consistently demonstrates that student wellbeing extends far beyond simple happiness or contentment. Martin Seligman's PERMA model (Positive emotions, Engagement, Relationships, Meaning, Achievement) provides a comprehensive framework for understanding wellbeing in educational contexts. When students experience positive emotions, they demonstrate increased creativity, better problem-solving abilities, and enhanced resilience when facing academic challenges.

The neurological basis of wellbeing also reveals important insights for educators. Studies by neuroscientist Mary Helen Immordino-Yang show that emotional wellbeing directly influences cognitive processing, memory formation, and learning capacity. Students experiencing chronic stress or anxiety show measurable differences in brain activity patterns, particularly in areas responsible for executive function and working memory. This research underscores why addressing wellbeing isn't separate from academic achi evement - it's fundamental to it.

Cultural considerations also play a vital role in how we understand and support student wellbeing. What constitutes wellbeing varies across different cultural backgrounds, family structures, and individual experiences. Effective wellbeing strategies must acknowledge these differences and provide multiple pathways for students to thrive whilst respecting diverse values and approaches to mental health and personal development.

‍

Strategies for Promoting Student Wellbeing

Given the complexities in defining and assessing student wellbeing, what practical strategies can educators employ to creates a positive environment? Here are a few evidence-based approaches:

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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

The physical and emotional atmosphere of a classroom serves as the foundation for student wellbeing, influencing everything from academic engagement to social-emotional development. Research by Cohen and colleagues demonstrates that supportive learning environments correlate strongly with improved mental health outcomes and reduced behavioural challenges. Creating such spaces requires intentional consideration of both tangible elements, such as seating arrangements and visual displays, and intangible factors like classroom culture and teacher-student interactions.

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.

Practical implementation might include designating quiet spaces for students who feel overwhelmed, displaying student work that reflects diverse achievements, and maintaining consistent communication patterns that build trust. Regular reflection on classroom climate through student feedback ensures that environmental adjustments remain responsive to learners' evolving needs.

‍

Integrating Social-Emotional Learning

Social-emotional learning (SEL) forms the cornerstone of effective student wellbeing strategies, providing learners with essential skills to understand and manage emotions, set goals, show empathy, and maintain positive relationships. Research by Joseph Durlak and colleagues demonstrates that students participating in SEL programmes show an average 11-percentile point gain in academic achievement alongside significant improvements in social skills and emotional regulation. This integration is not an additional burden but rather a foundation that enhances all aspects of the learning environment.

Effective SEL integration occurs through deliberate embedding within existing curriculum rather than standalone lessons. Teachers can incorporate emotion recognition during literature discussions, practice problem-solving skills through mathematical reasoning, or develop empathy through historical perspectives. Marc Brackett's research on emotional intelligence highlights how explicitly teaching students to identify and articulate their emotional states creates more self-aware, resilient learners who can better navigate academic challenges and peer relationships.

Practical implementation begins with morning check-ins where students identify their emotional state and energy levels, helping teachers adjust their approach accordingly. Creating classroom agreements that emphasise respect, active listening, and collaborative problem-solving establishes clear expectations whilst developing social competencies. These evidence-based strategies transform the learning environment into a supportive community where academic achievement and wellbeing develop simultaneously.

‍

Recognising Warning Signs and Early Intervention

Early identification of wellbeing concerns requires teachers to develop a keen awareness of subtle changes in student behaviour and academic performance. Research by Bronfenbrenner emphasises that children exist within multiple interconnected systems, meaning warning signs may manifest differently across academic, social, and emotional domains. Key indicators include sudden changes in academic performance, social withdrawal, increased absenteeism, changes in peer relationships, or shifts in classroom 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 pupil 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.

Creating structured opportunities for connection enables proactive intervention before concerns escalate. Simple strategies include brief check-ins during transitions, maintaining learning journals where students reflect on their wellbeing, or implementing peer buddy systems. When concerns arise, collaborative approaches involving pastoral care teams, parents, and external agencies ensure comprehensive support while maintaining the teacher's primary role as educator and trusted adult in the student's learning environment.

‍

Developing Positive Teacher-Student Relationships

Positive teacher-student relationships serve as the cornerstone of effective learning environments, with research consistently demonstrating their profound impact on both academic achievement and student wellbeing. Students who feel valued, understood, and supported by their teachers are more likely to engage actively in learning, demonstrate resilience during challenges, and develop positive attitudes towards education. This relational foundation creates psychological safety, enabling students to take intellectual risks and express themselves authentically within the classroom community.

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.

In practice, educators can strengthen relationships through regular one-to-one conversations, providing specific positive effective feedback that recognises effort and growth, and creating opportunities for students to share their interests and experiences. These relationship-building efforts ultimately create a positive classroom climate where students feel emotionally secure, leading to enhanced motivation, improved behaviour, and greater academic success.

‍

Teaching Stress Management and Coping Strategies

Teaching students explicit stress management techniques transforms their ability to navigate academic and social pressures effectively. Research by Lazarus and Folkman demonstrates that coping strategies can be learned and refined, making stress management education a vital component of any comprehensive wellbeing programme. Students who develop these skills early show improved academic performance, better emotional regulation, and enhanced resilience when facing challenges.

Effective stress management instruction should encompass both problem-focused coping (addressing stressors directly) and emotion-focused coping (managing emotional responses). Practical techniques include teaching progressive muscle relaxation, introducing mindfulness exercises that can be completed in minutes, and helping students identify their personal stress signals before overwhelm occurs. Cognitive restructuring activities, where students learn to challenge negative thought patterns, prove particularly valuable during exam periods or social conflicts.

Implementation works best when stress management becomes embedded within daily routines rather than reserved for crisis moments. Begin lessons with brief breathing exercises, incorporate stress-check discussions into form time, and create visual displays showing coping strategies students can reference independently. Encourage pupils to develop personalised "stress toolkits" containing their most effective techniques, developing ownership and sustained application of these essential life skills.

‍

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.

Collaboration with colleagues amplifies these efforts significantly. Share successful strategies during staff meetings, observe each other's practice, and create consistent approaches across year groups. When students experience coherent wellbeing support throughout their school day, the impact multiplies. Consider forming wellbeing working groups that can develop school-wide policies, coordinate professional development, and ensure that evidence-based strategies are implemented systematically rather than sporadically.

The ripple effects of prioritising student wellbeing extend far beyond individual classrooms. Students who feel emotionally secure and valued become more resilient learners, better collaborators, and positive contributors to their communities. By embedding these practices into your educational approach, you are not merely improving test scores - you are nurturing confident, capable individuals who will carry these skills into their future academic pursuits and adult lives.

‍

Further Reading

1. 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.
2. Seligman, M. E. P. (2011). *Flourish: A visionary new understanding of happiness and well-being*. Simon and Schuster.
3. 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.
4. Weare, K. (2013). *Promoting mental health and wellbeing in schools*. Routledge.
5. Dodge, R., Daly, A., Huyton, J., & Sanders, L. D. (2012). The challenge of defining wellbeing. *International Journal of Wellbeing, 2*(3), 222-235.