The Pupil Well-Being Department undertakes to nurture Social and Emotional competencies, strengthen positive Teacher Student Relationship and promote the mental well-being of students within a caring and supportive learning and school environment, involving all teachers. To facilitate the acquisition of SE competencies, our school has used a variety of existing platforms:
- The explicit teaching of SEL as part of the Character and Citizenship Education (CCE); and through Guidance Areas which include Education and Career Guidance, Sexuality Education and the Cyber Wellness curriculum;
- The infusion of SEL into existing academic curriculum;
- The use of teaching approaches that require students to apply social and emotional competencies, for example, group work and cooperative learning; and
- The informal curriculum, for example, CCA, outdoors education and specific school programme like leadership programmes and camps.
- To strengthen Teacher Student Relationship, our school has adopted various strategies to focus on the mentor teacher concept so that more attention will be given to individual students throughout their primary school life under the PERI recommendations. In addition, the formation of the Student Development Team and the introduction of the Year Heads in our school since 2015 has further strengthen our school’s capacity to know and cater to the needs of students.
Poitive Psychology Approach for Student Well-Being
Our school uses Positive Psychology Approach to nurture how students can cultivate positive attitudes, build their personal strengths and find deeper happiness in their lives and communities. When we invest in positive psychology in the classroom, every formal and informal effort guided by the principles of positive psychology adds considerable value to the academic, social, and emotional learning process.
In the primary classroom, integrating Positive Psychology into the academic curriculum has the power to dramatically improve children’s academic achievement by helping them to stay optimistic, delay gratification, strengthen willpower, increase resiliency, build meaningful relationships and find greater meaning and satisfaction. This is done through the Energy Bus activities as well as the Positive Psychology Packages which are carried out during FTGP Lessons.
Students who develop these qualities are more likely to succeed in their lifelong endeavours, large and small, because they are equipped to overcome the adversity, failure and difficulties that are inevitable in life. They develop a lasting happiness, have a deeper appreciation for life, earn better grades and live more accomplished lives. Improved attitudes with greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, more positive behaviour and better attendance.
Hence, better academic performance. Fewer negative behaviours such as disruptive class behaviours, non-compliance, delinquent acts, aggression and discipline referrals. Less emotional distress, depression, anxiety, stress, and social withdrawal. The hallmark of Positive Psychology is the emotional strength that self-actualizes well-being.
We have adopted Martin Seligman’s PERMA Model of Well-Being for our school.