Why wellbeing matters more than

Why Wellbeing Matters more than ever

By Anne Keeling and Angie Wigford Thanks 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 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.

The research suggests that more teachers will evaluate wellbeing provision as part of their future recruitment conversations...

Wellbeing through challenge

COVID-19 has demonstrated that the most successful organisations will adapt to accommodate change, none more so than schools; this is a key factor in wellbeing. The research, which was conducted in December 2020 when most international schools were severely impacted by COVID-19, indicates that there was an increased sense of belonging amongst many international school staff to their school compared to that indicated in responses to a similar question asked in our previous, 2018, wellbeing research. The 2020 research also found that school staff rely on each other to a greater extent than they have done in the past, suggesting that interpersonal relationships, both professional and personal, have developed as staff have supported one another through the pandemic.

The value of positive relationships has gone beyond staff too, with the research highlighting the importance of collaborative relationships between parents and school, and how critical this was during campus closures for the learning progress of students. The potential for developing further parental and school collaboration in future has thus been raised. The research suggested that authentic communication between stakeholders was important in order for schools to successfully adapt and maintain wellbeing through an extended period of challenge. This required open, honest information sharing, as well as compassion between leadership and staff, and between a school and all its stakeholders. Developing effective communication channels and maintaining contact between teachers and their students has also been essential for student wellbeing – which directly impacted learning progress during school closures.

The research suggests that more teachers will evaluate wellbeing provision as part of their future recruitment conversations, resulting in it becoming an important factor within a school’s hiring strategy. Wellbeing may form part of a school’s admissions strategy too. In separate research conducted this year by ISC Research into the impact of COVID-19 on international school admissions, wellbeing provision is now a priority question for many parents during the school selection process. The 2020 ISC Research wellbeing report not only highlights the results of the research into the impact of COVID-19 on students and staff within international schools; it also includes suggestions for strategies for teachers and leaders to respond proactively to their own wellbeing and that of others while COVID-19 continues and beyond.

Wellbeing strategies at all levels

The report suggests that improving wellbeing for the whole school community may require structural and organisational adaptions. Priorities may need to change from a focus primarily on academics or, in some cases, profit, to a recognition of the importance of wellbeing, communication and relationship-building in order to better support staff and students. Board members and school leaders are likely to encounter tensions from both strategic and operational perspectives, and longterm plans may have to be revised. Certain levels of control may need to be relaxed as adaptions are made. Understanding different stakeholder priorities (which may have changed during COVID-19) is also important.

For senior leaders, tolerance and flexibility – while keeping wellbeing in mind – is the mark of successful leadership. Developing and maintaining communication and relationships can be critical to successful school functioning, particularly during times of challenge. Active, effective listening is a central aspect of relationship development. Deciding what is and is not under your influence and control is key to appropriate self-management, and finding effective wellbeing strategies for when feeling overwhelmed is necessary.

Increased recognition of wellbeing and mental health means that acknowledging our own stress and emotional challenges should be easier to do than ever before. It’s important not to deny stress in 

“As best it can, the school has supported my wellbeing through the challenges of COVID-19”

71%

of all respondents agreed or strongly agreed with this statement

However, when analysing this statement based on role:

84% 74% 44%

of all administrators agreed or strongly agreed with the statement of all leaders agreed or strongly agreed with the statement

of all teachers agreed or strongly agreed with the statement

Sta perceptions and their ability to cope

89%

fi nd their work full of meaning and purpose most of the time

1% down on 2018

94%

are proud of the work they do most of the time

4% up on 2018

89%

are proud of the wellbeing support they provide their students most of the time 11% down on 2018 an effort to appear strong. Practising self-care is key to coping; reaching out for help is a strength. However, for many people this is not easy and it is helpful, when working within a school community, to recognise that. Ensuring that everyone has suffi cient time, and regularly prioritises some of that time to personal wellbeing, particularly during challenging periods, is essential for the success of the whole community.

There are many resources available to support our own wellbeing in many different ways and, as individuals, we are responsible for helping ourselves in the ways that we can. Ensuring good sleep patterns, appropriate exercise that best suits our preferences, good healthy food, and connecting with friends and family are fundamental. However, in particularly challenging times, people may need reminding of even the most basic of wellbeing strategies. Additional approaches will suit different people; for example, being refl ective through journaling, being mindful using mindfulness, or being aware of how our brain works and reacts to certain cues. Information and resources are now readily available on all of these and other wellbeing strategies, and can be very helpful. We also need to be compassionate to ourselves and know that we can only help others – whether that be students, staff, friends or family – if we are coping well. Ignoring our own wellbeing and mental health whilst thinking that we can help others is not sustainable.

Every international school and every individual within an international school has faced different COVID experiences that impacted their own wellbeing and their view of the wellbeing of others. The effect of this within a transient global community is that we can learn a lot from each other. As schools reopen and school life fi nds a new equilibrium, it is vital we don’t forget the wellbeing lessons learned from COVID-19. ◆

Anne Keeling is Director of Communications at ISC Research ✉ Anne.Keeling@iscresearch.com

Dr Angie Wigford iis Educational Psychologist at Dover Court International School, Singapore and Lead Psychologist at International Educational Psychology Services (IEPS). Dr Wigford supported ISC Research with the Wellbeing in International Schools 2020 Report which is available at www.iscresearch.com

WELLNESS