The ARIS Personal Wellbeing Model
Our super engaging 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.
START OF SECOND MODULE: FRIENDSHIPS AND RELATIONSHIPS
After the mid-term break, all classes in secondary commenced the second module of our wellbeing curriculum: Friendships and Relationships. The topics being discussed include understanding the different dynamics of friendships, learning how to be tolerant and assertive, reviewing the concepts of crushes and establishing healthy relationships with the opposite sex, family members and mentors; navigating social media, cyberbullying and creating appropriate digital identities. This year, we are improving our Wellbeing curriculum by incorporating the Sustainable Development Goals and mirroring the structure of the IB subject-based curriculum. 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. As a result, we introduced the creation of Wellbeing Portfolios for students in MYP1-3 where evidence of their learning journey can be documented. Over the past weeks, we have seen tremendous examples of student agency and creativity as evidence of the modules’ success and we are hopeful that the skills they have acquired will be transferred to other areas in their personal and academic journeys.
Here are some photos of a cross section of students working on different projects for Wellbeing.
Image 1: An MYP2 students’ complete portfolio on the module ‘Me, Myself and I’
Image2: An MYP1 student’s work on understanding and celebrating his culture and that of his friends.
Image 3: MYP 5 students role-playing on managing unhelpful thoughts.
Image 4: Social skills group for a section of MYP1 boys on building friendships.
Image 5: A student designing a poster on their reflections.
DF MOOD SCREENER/ UPSTRIVE
Our priority is to continuously assess the mental health and wellbeing of our students through the academic year. The Wellbeing Division, as part of its strategy to find innovative methods of supporting student wellbeing, introduced a new tool called Upstrive. Upstrive aids HomeRoom teachers in effectively running Mindfulness in the mornings 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 also promotes collaboration between Homeroom teachers and the Wellbeing team. We have successfully rolled out Upstrive for the past two months in Secondary, and have begun receiving highly valuable data on our students.
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, as well as aiding to identify and support students of concern.
WORLD MENTAL HEALTH DAY
This year, we commemorated World Mental Health Day by focusing on promoting active community participation and reducing mental health stigma. One of the events was organising a “Blue T-shirt Day” where the community wore blue to show solidarity for people living with mental health problems. We also designed a captivating mood board on mental health. Students and teachers eagerly participated by sharing their thoughts and reflections on what mental health means to them. The mood board served as a powerful visual representation of our collective experiences, reminding us of the significance of mental wellness in our lives.
We also organised mindfulness sessions throughout the day in the Wellbeing Room. During break times, students had the opportunity to take a moment for themselves, engaging in activities that promote relaxation, stress reduction, and emotional balance. These sessions were met with enthusiasm and proved to be valuable moments of respite for our students.
In addition to our school-wide efforts, we recognized the importance of contributing to the global conversation on mental health. Working closely with our communications team, we created and shared impactful videos on our school’s social media platforms. These videos aimed to raise awareness, break stigmas, and inspire others to prioritise their mental wellbeing. By sharing our insights and experiences, we hope to contribute to the movement that advocates for mental health support worldwide.
We would like to extend our heartfelt gratitude to everyone who participated in these events and contributed to the success of our World Mental Health Day celebration.
RECOMMENDED SLEEP REQUIREMENTS FOR STUDENTS
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.