More than ever, schools are looking at ways to discuss, promote and improve student wellbeing.
But what is wellbeing in an educational setting? Which are the best ways to measure, teach and promote wellbeing? How can we ensure we approach student wellbeing from a truly evidence-based approach?
Kate Bailey, Managing Director of Cambridge CEM, explained in a recent post:
"Measuring and promoting positive student wellbeing has been an area of increasing focus for me and my team at Cambridge’s Centre for Evaluation and Monitoring…Since the centre’s earliest roots in the 1980s, we’ve focused on what we’ve long known matters for successful student outcomes, namely vocabulary, numeracy and literacy skills. But we know these core skills only form one part of what matters for successful outcomes. Students’ personal attributes are also critical to understanding how they are progressing and performing. And central among these attributes is wellbeing."
In our series of webinars, Mark Frazer, Teaching and Learning Lead at Cambridge CEM, has been exploring the link between wellbeing and learning. He looks at why we should assess wellbeing, identifies some of the ways we might improve wellbeing in schools and highlights the research behind the Cambridge Wellbeing Check.
Read Kate Bailey’s post, The right tools to evaluate, explore, teach and promote student wellbeing, to understand more about the key issues around measuring, monitoring and teaching wellbeing in schools.