For us, well-being is the positive attitude and respect in relationships between students, parents, teachers, and school staff. It is inclusion for all students from all backgrounds, communication, collaboration, for good academic results, personal and professional development, in a safe school environment.
Our perspective on well-being in the classroom aligns with a holistic approach that recognizes the interconnectedness of physical and mental aspects. Creating a safe and non-judgmental environment is essential to promoting an atmosphere in which both students and teachers can thrive.
Well-being means working, learning, remembering with pleasure all the things in school.
Over the last 15 years, the priority of our school has been academic learning and students’ well-being by creating a safe school environment, with a good technical and material base, well-trained teachers with professional degrees, open to continuous training, the development of European projects and collaborations that have contributed to opening the school to Diversity, Equity, Creativity, Professional development, Inclusion and Internationalisation.
Twice a year, we organize the ”Ambassadors of Kindness” campaign which involves teachers and students, encouraging observation and small gestures of caring for each other. Teachers and students donate money which is given to students from vulnerable backgrounds with good academic results. During the Christmas 2024 campaign, six students benefited from our good deeds.
More than 38% of our school’s students are in a difficult social and economic situation (single-parent family, more than four children, divorced family, parents migrating for a job, remigrated students, unemployed parents). When they are chosen to be the beneficiaries of the „Ambassadors of Kindness” campaign, they are moved to tears and very grateful to their benefactors. Many of the students say it’s an unexpected moment to be chosen, because they know each other, and the financial support is welcome. In this way we cultivate the spirit of Empathy, Inclusion, Belonging and Charity in our school.
In extracurricular activities, Erasmus+ VET mobilities, eTwinning projects, access is open to all students in the school: SEN students, students with vulnerable backgrounds, gifted students, respecting the principles of Diversity, Equity, Transparency, and Equal Opportunities.
More supportive teachers, more engaged students, by achieving a comprehensive health and well-being environment, crucial for students’ development. Our aim is to increase students’ motivation for self-development, to create independent, autonomous and responsible graduates.
The whole school acts as a team, no student is left behind!
Success criteria for measuring the impact of well-being initiatives
It is important to establish a baseline measurement before implementation to facilitate a more accurate assessment of impact over time. Additionally, we would regularly review and adjust success criteria based on the evolving needs and goals of our school community.
Students involved in extracurricular activities, Erasmus+ VET mobilities, eTwinning projects are more self-confident, more open-minded, communicate and collaborate better, are ready to offer support to their peers, with creative and innovative ideas for their future workplace. These students are the links of a chain that acts positively by training more and more students.
The school has become a safe environment for students to develop academically, personally and professionally.
Observational evidence
We prioritized the interest of students and achieved exceptional results. Students are excited to study in our school because they are in a safe environment and are confident that they will pass the final national exams that will give them access to university studies.
Our support is free of charge, the involvement of each student is on their own possibilities, but we do our best to be at their maximum potential. And the final results are the proof.
Conclusions
Well-being is essential to creating safe, dynamic, and effective learning environments. One of the best things we can do for ourselves, our teams, and our students is to understand exactly what we mean when we talk about well-being – drawing connections with learning, teaching, inclusion, and the school environment.
For the next five years we aim to continue our good deeds and use our work experience as examples of good practice for other schools, for better local development and to provide better graduates for the local, national, and European labour market.
References
school-education.ec.europa.eu/
www.erasmusplus.ro/ghiduri-si-tutoriale
www.creatorideeducatie.ro/concurs/starea-de-bine-a-elevului-la-scoala/
ibn.idsi.md/sites/default/files/imag_file/80-85_5.pdf
www.facebook.com/teachforromania/videos/copiii-sunt-demotiva%C8%9Bi-cum-creezi-starea-de-bine-%C3%AEn-sala-de-clas%C4%83/1584604151892477/?locale=ms_MY
academy.europa.eu/mod/page/view.php?id=40387
www.elibrariescolara.ro/image/data/rasfoire/starea_de_bine_la_scoala_fragment.pdf
sparknews.ro/2022/10/14/ziua-starii-de-bine-sarbatorita-in-scoli-activitati-in-aer-liber-jocuri-spatii-transformate-lucruri-simple-care-ne-pot-face-sa-ne-simtim-minunat-foto/