WHAT is well-being?

What is well-being?

"Child well-being is not something you can easily delegate to families and social environments; schools need to take a more explicit role." (Andreas Schleicher, OECD).

Many schools and universities are now incorporating social and emotional learning skills within their curriculum, as they recognise the importance of nurturing the holistic well-being of all students.

The IB does not endorse or recommend any specific SEL program or organization. However, the IB does require that learning skills (ATL) are explicitly taught and practiced, and SEL skills align well with a number of the IB approaches to learning (ATL) skill categories. According to the 2015 World Happiness Report (Helliwell, et. al., 2015), schools that prioritize learner well-being have the potential to be more effective, with better learning outcomes and greater achievements in learners' lives.

"Emotions drive attention and learning. How we feel influences our ability to learn and if teachers aren't aware of that, they may not be creating the best environment for learning to occur in the classroom." (Marc Brackett, Yale Centre for Emotional Intelligence).

Navigate the pages

This and the following pages ( Why focus on well-being? | How can we teach well-being? | Well-being and human flourishing ) are designed as a workshop to be used with all staff (and indeed other key stakeholders) in your school. The aim of the workshop is to provide you with the knowledge, understanding and tools to develop, plan and implement an inclusive whole school well-being programme.

The IB have produced a good resource: What is well-being? Dr Magdalena Balica, Senior Policy Research Manager—International Baccalaureate Organization. “This paper is the first policy research paper in a series on student well-being in IB World Schools. The paper begins by defining well-being, based on an influential conceptual model. It then examines and dispels common myths related to well-being for students and schools. Next, the researcher discusses a well-known model that maps influencers of student well-being at the micro, meso and macro levels. Lastly, the paper provides practical guidance to schools for developing a context-specific well-being policy.”

Our Professional Inquiry

On this page our professional inquiry is: "What is well-being and why should it be critical to all aspects of a learner’s experience at school and beyond?"

This page provides you with definitions and frameworks for considering well-being. It will encourage you to reflect on your school mission statement and policy documents and what they say about your provision for the well-being of all members of your school community.

“With an increasing emphasis on ‘happy schools’ and well-being. the IB has foundational approaches which support this important emerging trend. We take a student-centric approach which values and nurtures leaners’ diverse talents and strengths in today’s competitive, stress-fueled world. We present learning opportunities that build upon local family/ cultural experiences. And we focus on developing sound judgment through critical analysis of media, advertising and peer conformity.” (IB Messaging Refresh, IB 2019)

All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. Any unauthorised copying or posting of materials on other websites is an infringement of our copyright and could result in your account being blocked and legal action being taken against you.