Well being policy
What should be in a well-being policy?
A well-being policy is a powerful asset for any school, providing a structured commitment to nurturing a positive, supportive environment for students, staff, and the wider school community. This page offers a reflective guide to help schools consider essential aspects of their well-being policy by working through key questions. These questions guide schools in understanding the ‘why’ behind well-being efforts, assessing current needs, and identifying areas with the most impact potential. As schools progress, they can explore tools, frameworks, and strategies to build a holistic, inclusive approach that engages students, staff, and families. Finally, this guide supports the creation of a clear, actionable policy that reflects the school’s values and priorities and provides a roadmap for integrating well-being into the daily climate and culture.
As we develop and implement an inclusive whole-school well-being programme, consider using these reflective questions to design your well being policy. I have framed them into three steps.
How do various stakeholders in my school define well-being?- What is common and what differs in how well-being is defined among stakeholders?
- What are the dreams and triggers for well-being in my school?
- Why does well-being matter in my school?
- Who is well-being important for in my school, and why?
- What are specific staff well-being needs?
- What evidence do I have to assess the state of well-being in my school?
- What are the areas of development where well-being may have the greatest impact?
- What factors support or challenge well-being in my school?
- What factors can potentially add value?
- What domains concern me most regarding well-being: systems and structures, relationships, teaching and learning, or environment?
- What are the drivers that positively and negatively impact student well-being in my school?
- Has my school already implemented initiatives in any of these areas?
- What would be the easiest area for my school to implement changes?
What tools are available to measure student and teacher satisfaction?- What school well-being framework can we use?
- What factors support or challenge well-being in my school?
- What measures are crucial for my school (e.g., mental health, nutrition, sleep, exercise, social relations, safety, etc.)?
- What strategies will guide us to develop a holistic approach that involves students, school leaders, teachers, support staff, parents, and the wider school ecosystem?
- What conditions will help us build a whole-school approach?
- Do we have committed and engaged leadership, staff, and students to support this change with passion?
- Do we have resources allocated to implement the programme?
- Are strong partnerships established with the community, agencies, and parents to review our plan and provide support?
What are the key messages or ideas gathered from steps 1 and 2?- What provocative initiatives can we propose for the future well-being state in our school?
- What would be the implications for the whole school?
- What resources will help these initiatives become a reality?
- What action planning is necessary to bring these initiatives to fruition?
- Who will participate in drafting the well-being policy for our school?
- How will we ensure that the well-being policy addresses the full scope of the school community’s needs, such as health and safety, mental health support, bullying prevention, school climate, and culture?
- Who will review and finalise the well-being policy?
- How will we communicate the well-being policy to faculty, students, parents/guardians, and the community?
- What professional training will we offer stakeholders?
- What measures will ensure the well-being policy is embedded into the school’s climate and culture?
- How will we evaluate the effective implementation of the policy?
A school well-being policy should outline the school’s commitment to creating a positive, inclusive environment that supports the mental, emotional, and physical well-being of everyone in its community. here are the key components that should be included:
1. Vision
- a clear statement of the school’s commitment to well-being
- goals and outcomes the policy aims to achieve for students, staff, and the wider community
2. Scope of the policy
- definition of well-being and its importance
- inclusion of all stakeholders: students, staff, parents, and the community
3. Assessment of current needs
- findings from surveys or consultations with stakeholders
- identification of key challenges and priorities for improvement
4. Areas of focus
- mental health: support systems for students and staff, access to counselling services, and strategies for stress management
- physical well-being: promotion of nutrition, exercise, sleep hygiene, and overall health
- social and emotional development: building positive relationships, resilience, and a sense of belonging
- safety and inclusion: anti-bullying measures, safeguarding policies, and a commitment to equity and diversity
5. Roles and responsibilities
- clearly defined roles for school leaders, teachers, support staff, parents, and students in promoting well-being
- expectations for collaboration among stakeholders
6. Strategies
- frameworks or tools to measure well-being (e.g., surveys, well-being audits)
- initiatives and programmes to address identified needs (e.g., mindfulness sessions, peer mentoring)
- training and professional development for staff to enhance their capacity to support well-being
7. Resources
- collaboration with external organisations, mental health professionals, and community agencies
- allocation of resources (time, funding, expertise) to implement the policy
8. Communication plan
- strategies to ensure the policy is understood and embraced by students, staff, and parents
- mechanisms for regular updates and feedback on the policy’s implementation
9. Monitoring and evaluation
- metrics to assess the effectiveness of well-being initiatives (e.g., attendance rates, satisfaction surveys, reduced incidents of bullying)
- processes for regular review and updates to the policy
A well-being policy should be a living document, reviewed and adapted as the school evolves and new challenges or opportunities emerge.