Features
Wellbeing Matters more than ever Why
By Anne Keeling and Angie Wigford
T
hanks to COVID-19, wellbeing is now commonly discussed and increasingly addressed within international schools. Research leading to the wellbeing report published earlier this year by ISC Research with the support of IEPS (International Education Psychology Services) identified the growing recognition of wellbeing as a success factor for staffing as well as for student learning in international schools.
Understanding wellbeing There are various definitions of wellbeing. This research was based on an equilibrium model whereby wellbeing is considered to be the successful balance of resources and managing challenges. This model suggests that both resources and challenges are a combination of psychological, social and 6 | International School | Summer 2021
physical factors. When the right resources are in place to address even the most difficult challenges, then wellbeing can be maintained. When challenges outweigh the resources, then wellbeing is affected. It is a wellbeing model that works at whole school level, as well as within departments, and for individuals. It is already recognised that the wellbeing of teachers is vital to the wellbeing and learning success of students; happy, positive, supported educators are the most engaging, inspiring and supportive teachers. Not surprisingly, COVID-19 has been a profound example of challenge outweighing resources in most if not all international schools. As a result, it has dramatically impacted staff and student wellbeing, and continues to do so. However, our research identified some wellbeing positives in addition to some predictable negatives.
