Introduction/Rationale
This policy was formulated during March 2024 to ensure that all in the school community share a common understanding of what well-being is, and the role of the school in fostering and promoting well-being. It is anticipated that this shared understanding will help us to continue fulfilling the Vision Statement of Ballyfin NS, the ultimate aspiration of which is to prepare our pupils to live content and happy lives. It should also assist us as we engage with the School Self Evaluation Process to progress the review and development cycle of wellbeing promotion in the school.
Definition
According to the World Health Organisation,
Wellbeing is present when a person realises their potential, is resilient in dealing with the normal stresses of their life, takes care of their physical wellbeing and has a sense of purpose, connection and belonging to a wider community. It is a fluid way of being and needs nurturing throughout life.
While well-being is experienced at a personal level, to be human is to be relational and therefore well-being is always realised in a community (DES 2019:10).
The school’s role in wellbeing promotion
As the school is committed to developing the full potential of each child in a holistic way, then it follows that well-being promotion must be a concern of the school. Although many factors which influence wellbeing are associated with the home environment, given that children spend a considerable portion of their time in school, the influence of the school in the development of wellbeing must be acknowledged. The DES Wellbeing Policy Statement and Framework for Practice identifies protective and risk factors for wellbeing that are particularly pertinent to the school context.
Wellbeing protective factors in the school setting:
Wellbeing risk factors in the school setting:
Four Key Areas of Wellbeing Promotion:
Culture:
*Mission and ethos
*School & classroom climate & culture
*Quality & use of school buildings & grounds
Curriculum:
*Teaching and learning
*Extra-curricular learning
* Co-curricular learning
* Planning supports
*Monitoring
Policy:
* All policies relevant to wellbeing
*All plans relevant to wellbeing
*School & centre self-evaluation
*Continuing professional development
Relationships:
*Student & staff relationships
*Peer relationships
*Student voice
*Partnership – staff, children and young people, parents/carers
* Partnerships with other schools
*Community partnerships
* External supports
Wellbeing Promotion Indicators of Success:
The broad outcomes which the Department of Education wishes schools to accomplish in terms of wellbeing promotion are listed below.
Indicators of success:
Culture and Environment:
*Children, young people and staff experience a sense of belonging and feel safe, connected and supported.
*Systems are in place so that the voice of the child/young person, teacher and parent are heard and lead to improvements in school culture and ethos.
Curriculum (Teaching and Learning):
*Children and young people experience positive, high-quality teaching, learning and assessment, which provides opportunities for success for all.
*Children and young people access curricular activities to promote their physical, social and emotional competence to enhance their overall wellbeing.
Policy and Planning:
*Schools and centres for education use a Self-Evaluation Wellbeing Promotion Process to develop, implement and review wellbeing promotion.
*Schools and centres for education incorporate wellbeing promotion into whole school policies and practices.
Relationships and Partnerships:
*Children and young people, their parents and other external partners are actively involved in wellbeing promotion within the school community.
*All adults in schools and centres for education have an increased awareness of the importance of wellbeing promotion, including listening to children and young people, and signposting them to internal or external pathways for support when needed.
See Appendix 1 for Statements of Effective Practice, based on the above.
Whole School Approach
In common with other policy areas, it is recommended that a whole school approach be taken to wellbeing promotion. A whole school approach involves all members of the school community engaging in a collaborative process of change to improve specific areas of school life that impact on wellbeing.
This approach focusses on promoting the wellbeing of all members of the school community, and includes preventative approaches. It recognises that different members of the school community can have different needs at different times. Those at greater risk and with greater needs may require more specific and targeted support, in addition to the support provided at the universal level of the school. The DES’s Continuum of Support categorises such supports as being provided at three levels: Whole school and classroom support for all, School support for some, School support plus for a few.
It is important to note that Wellbeing Promotion should be an integral part of school life, rather than an additional ‘subject’ area or something that is to be addressed discretely. Rather Wellbeing Promotion is to be integrated throughout the curriculum, through the ‘hidden curriculum’ and in the daily routines of the school.
School Self Evaluation
The Department stipulates that Wellbeing Promotion in the school should be evaluation and developed through engagement with the School Self Evaluation process. This process requires six steps, namely: Identify focus, Gather evidence, Analyse and make judgements, Write and share report and improvement plan, Implement improvement plan, Monitor actions and evaluate impact.
Opportunities for Wellbeing Promotion
Wellbeing can be promoted throughout the school day and across the primary school curriculum through movement, physical activity, mindfulness, religion, literacy, art, music and SESE, as well as through the relationships and approaches that characterise the school culture and climate. Some specific opportunities and resources for promoting Wellbeing are listed below.
Ratification and review
The School Self Evaluation process will be used to initiate a review of existing Wellbeing Promotion provision in the school and to identify a focus for further development.
This policy was ratified by the Board of Management of Ballyfin NS on April 17th 2024.
This policy was formulated during March 2024 to ensure that all in the school community share a common understanding of what well-being is, and the role of the school in fostering and promoting well-being. It is anticipated that this shared understanding will help us to continue fulfilling the Vision Statement of Ballyfin NS, the ultimate aspiration of which is to prepare our pupils to live content and happy lives. It should also assist us as we engage with the School Self Evaluation Process to progress the review and development cycle of wellbeing promotion in the school.
Definition
According to the World Health Organisation,
Wellbeing is present when a person realises their potential, is resilient in dealing with the normal stresses of their life, takes care of their physical wellbeing and has a sense of purpose, connection and belonging to a wider community. It is a fluid way of being and needs nurturing throughout life.
While well-being is experienced at a personal level, to be human is to be relational and therefore well-being is always realised in a community (DES 2019:10).
The school’s role in wellbeing promotion
As the school is committed to developing the full potential of each child in a holistic way, then it follows that well-being promotion must be a concern of the school. Although many factors which influence wellbeing are associated with the home environment, given that children spend a considerable portion of their time in school, the influence of the school in the development of wellbeing must be acknowledged. The DES Wellbeing Policy Statement and Framework for Practice identifies protective and risk factors for wellbeing that are particularly pertinent to the school context.
Wellbeing protective factors in the school setting:
- positive relationships with peers and teachers - including positive teacher classroom management strategies and a sharing of positive behaviour management practices with parents
- a sense of belonging, security and connectedness to school through a positive school climate and participation in school and community activities
- opportunities for social and emotional learning including the development of attention and planning,
- self-awareness, self-management, relationship and responsible decision-making skills
- opportunities for the development of knowledge and skills providing a sense of mastery and self -efficacy
- fostering expectations, recognising contributions, effort and achievement and providing opportunities for success
- wellbeing of school personnel
- protocols and support systems that proactively support children and their families should difficulties arise
- opportunities to develop the necessary skills to cope with using online technology in a safe and appropriate way
- opportunities to develop skills to manage stress that may be linked to school work
Wellbeing risk factors in the school setting:
- disengagement, absenteeism, isolation and alienation
- violence/aggression, bullying and relationship difficulties
- low achievement/learning difficulties/special educational needs including social, emotional and behavioural needs
- cultural differences
- school transitions
- poor connection between family and school
- harsh and inconsistent discipline
- lack of opportunity to develop social and emotional learning, including problem solving and coping skills
Four Key Areas of Wellbeing Promotion:
Culture:
*Mission and ethos
*School & classroom climate & culture
*Quality & use of school buildings & grounds
Curriculum:
*Teaching and learning
*Extra-curricular learning
* Co-curricular learning
* Planning supports
*Monitoring
Policy:
* All policies relevant to wellbeing
*All plans relevant to wellbeing
*School & centre self-evaluation
*Continuing professional development
Relationships:
*Student & staff relationships
*Peer relationships
*Student voice
*Partnership – staff, children and young people, parents/carers
* Partnerships with other schools
*Community partnerships
* External supports
Wellbeing Promotion Indicators of Success:
The broad outcomes which the Department of Education wishes schools to accomplish in terms of wellbeing promotion are listed below.
Indicators of success:
Culture and Environment:
*Children, young people and staff experience a sense of belonging and feel safe, connected and supported.
*Systems are in place so that the voice of the child/young person, teacher and parent are heard and lead to improvements in school culture and ethos.
Curriculum (Teaching and Learning):
*Children and young people experience positive, high-quality teaching, learning and assessment, which provides opportunities for success for all.
*Children and young people access curricular activities to promote their physical, social and emotional competence to enhance their overall wellbeing.
Policy and Planning:
*Schools and centres for education use a Self-Evaluation Wellbeing Promotion Process to develop, implement and review wellbeing promotion.
*Schools and centres for education incorporate wellbeing promotion into whole school policies and practices.
Relationships and Partnerships:
*Children and young people, their parents and other external partners are actively involved in wellbeing promotion within the school community.
*All adults in schools and centres for education have an increased awareness of the importance of wellbeing promotion, including listening to children and young people, and signposting them to internal or external pathways for support when needed.
See Appendix 1 for Statements of Effective Practice, based on the above.
Whole School Approach
In common with other policy areas, it is recommended that a whole school approach be taken to wellbeing promotion. A whole school approach involves all members of the school community engaging in a collaborative process of change to improve specific areas of school life that impact on wellbeing.
This approach focusses on promoting the wellbeing of all members of the school community, and includes preventative approaches. It recognises that different members of the school community can have different needs at different times. Those at greater risk and with greater needs may require more specific and targeted support, in addition to the support provided at the universal level of the school. The DES’s Continuum of Support categorises such supports as being provided at three levels: Whole school and classroom support for all, School support for some, School support plus for a few.
It is important to note that Wellbeing Promotion should be an integral part of school life, rather than an additional ‘subject’ area or something that is to be addressed discretely. Rather Wellbeing Promotion is to be integrated throughout the curriculum, through the ‘hidden curriculum’ and in the daily routines of the school.
School Self Evaluation
The Department stipulates that Wellbeing Promotion in the school should be evaluation and developed through engagement with the School Self Evaluation process. This process requires six steps, namely: Identify focus, Gather evidence, Analyse and make judgements, Write and share report and improvement plan, Implement improvement plan, Monitor actions and evaluate impact.
Opportunities for Wellbeing Promotion
Wellbeing can be promoted throughout the school day and across the primary school curriculum through movement, physical activity, mindfulness, religion, literacy, art, music and SESE, as well as through the relationships and approaches that characterise the school culture and climate. Some specific opportunities and resources for promoting Wellbeing are listed below.
- Cross Curricular:
- Incredible Years Programme
- Zippy’s Friends
- Garda Primary Schools Programme
- Breathe – Self regulation and relaxation techniques/ Guided visualisations (PDST)
- Consistent implementation of Code of Behaviour and Anti-Bullying policies
- Aistear – The Early Childhood Curriculum Framework
- Affirmative approach to recognise the worth of every individual
- Wellbeing week
- Social, Personal, Health Education
- Stay Safe Programme
- Walk Tall Programme
- Relationships and Sexuality Education (RSE) Programme
- Webwise Primary Programme
- Health Promoting Schools Programme
- Food Dudes
- Physical Education
- Active School Flag Initiative
- Yoga/ Pilates
- Involvement with organised sport, e.g. Cumann na mBunscol
- Mindfulness walks
- Get Active in the Classroom resource
- Fundamental Movement Skills
- Music
- Choral singing
- Listening and responding to music
- Art
- Self-expression through art
- Mindfulness colouring
- SESE
- School garden / Incredible Edibles
- Green School Programme
- Nature walks
- Continuing Professional Development
- Friends for Life
- Safe Talk training
- Jigsaw - young people’s health in mind.
- HSE Stress Control 6 week course
- Behavioural, Emotional and Social Difficulties- A continuum of support (NEPS)
- Employee Assistance Service
Ratification and review
The School Self Evaluation process will be used to initiate a review of existing Wellbeing Promotion provision in the school and to identify a focus for further development.
This policy was ratified by the Board of Management of Ballyfin NS on April 17th 2024.
