THE ARIS PERSONAL WELLBEING MODEL
Our wellbeing curriculum is designed around this model, which seeks to incorporate the ATL skills of thinking, communication, Self Management, research, and Social/ collaboration. At the end of their time at ARIS, students would have picked up the IB learner profiles of being reflective, caring, knowledgeable, Open- minded, balanced, and a risk taker through the wellbeing program.
As part of this academic year’s theme on “Designing Our Future Together,” the wellbeing department has been actively engaging students, staff, and parents in classroom discussions, workshops, and online training. Here are summaries of the work we have started this semester.
New Additions To The Team
The Wellbeing Division is growing bigger, and we have the wonderful opportunity of adding to our department, two new wellbeing facilitators, Mme. Matilda Turkson and Mr. Samuel Panti. They collectively have expertise in Clinical Psychology and Art Therapy and are excited to be at ARIS and to make a contribution to the Wellbeing Division. They will be supporting the division through the following services:
- Delivering Wellbeing Curriculum for both Primary and Secondary Schools
- Supporting in Art-based groups for primary and secondary students
- Research and Administrative tasks
Staff Refresher Training On Child Protection
At the beginning of the school year, the wellbeing department organised a refresher training for staff and attendants at ARIS in an effort to equip our team with the knowledge and skills required to safeguard children and create a safe and empowering environment for our students. These trainings were very interesting and interactive, as staff were open to learning and sharing best practices as well as experiences on how to improve child protection in school.
WELLBEING Classes in Secondary
Wellbeing classes at secondary school have taken off on a very positive note this year. With the expansion of our team, Wellbeing sessions have been increased to twice a week for Years 7-9. Also, there has been a revamp of the wellbeing curriculum to align with the Sustainable Development Goals (SDGs). This implies that students will be exposed to projects and content that focuses on the knowledge and application of the SDGs to support mental health and wellbeing. From MYP 1 to DP2, we have had interesting discussions surrounding the ARIS Child Protection Policy and the first module; Me, Myself and I. We look forward to the class presentations, debates, and vision boards, as our students capture a deeper understanding of what wellbeing means to them and how the topics being treated can be transferred to several personal and global scenarios.
Upstrive Rollout and Data
The Wellbeing Division, as part of its strategy to find innovative methods of supporting student wellbeing, has introduced a new tool called Upstrive. Upstrive will aid HR teachers in effectively running homerooms through;
- Tracking real-time data on students’ mood/emotions at the start of the day
- Access to evidence-based resources to support student wellbeing
- Allows teachers to ask open questions, create engaging polls, post relevant content for student engagement
This tool will also promote collaboration between Homeroom teachers and the Wellbeing team. We have successfully rolled out Upstrive for all students in Secondary, and have begun receiving data on our students. Year 6 students will also pilot the tool for this academic year.
This tool will be used in collaboration with the DF Mood and Worry Screener to assess and provide valuable data and insights on the mood/ emotions of our students. This will help us identify and support students of concern.
Our priority is to continuously assess the mental health and wellbeing of our students, and we will continue to assess their mood periodically through the academic year.
Recommendations: Enhancing Sleep, Exercise, and Eating Habits for Secondary Students
As we embark on a new academic year, it’s crucial to address the challenges that secondary students face, such as irregular sleep patterns, adjustment issues in the classroom, and mounting concerns. These factors can significantly impact their stress levels, learning abilities, and emotional well-being. To foster the optimal growth and development of our students at ARIS, it is imperative to prioritise their sleep, exercise, and eating habits. Based on current research, the ARIS Wellbeing Division not only recommends appropriate sleep schedules but also provides additional recommendations for promoting overall well-being.
Recommended Sleep Requirements
1. Pre-teens (Ages 6-12): It is recommended that pre-teens obtain a consistent 9 hours of sleep each day. This duration allows for ample rest and rejuvenation, enhancing their cognitive function and emotional resilience.
2. Teenagers (Ages 13-18): Teenagers should aim for a minimum of 8 hours of sleep daily. This sleep duration supports their physical growth, mental acuity, and overall well-being, enabling them to tackle the demands of school life more effectively.
Additional Recommendations:
1. Establish a Consistent Sleep Routine: Encourage your child to maintain a regular sleep schedule by going to bed and waking up at the same time each day, even on weekends. This helps regulate their internal body clock, leading to better sleep quality.
2. Create a Sleep-Friendly Environment: Ensure that your child’s bedroom is conducive to sleep. Keep the room cool, dark, and quiet, minimising distractions from electronic devices. Consider implementing a “digital curfew” to limit screen time before bedtime.
3. Encourage Regular Exercise: Engaging in physical activity on a regular basis promotes better sleep quality. Encourage your child to participate in activities they enjoy, such as joining a sports team, dancing, or taking walks. Aim for at least 60 minutes of moderate to vigorous exercise each day.
4. Balanced and Nutritious Eating: A well-balanced diet plays a vital role in overall health and sleep quality. Encourage your child to consume a variety of fruits, vegetables, whole grains, lean proteins, and healthy fats. Avoid excessive caffeine and sugary snacks, especially close to bedtime.
5. Limit Stimulants Before Bed: Advise your child to avoid stimulating substances like caffeinated beverages, nicotine, and energy drinks in the evening. These can interfere with falling asleep and disrupt sleep patterns.
6. Wind Down Before Bedtime: Encourage your child to establish a relaxing bedtime routine. This may include reading a book, taking a warm bath, practising deep breathing exercises, or engaging in mindfulness activities. These calming rituals can help signal to the body that it’s time to unwind and prepare for sleep.
By prioritising healthy sleep, exercise, and eating habits, we can empower our secondary students to thrive academically, emotionally, and physically. Remember, fostering a supportive and conducive environment at home is crucial in establishing these habits. Let’s work together to ensure the well-being and success of our students at ARIS.