The Importance of Well-Being and Schooling

Many school administrators have been focusing on the importance of student and staff well-being in schools. The term “Well-being” is used a great deal, but often at a very superficial level. Few have truly examined what well-being means in schools and elements of highly effective practices to support student well-being are not widely known.

Studies have shown that there is a direct correlation between academic achievement and well-being. According to Doubet and Hockett (2015), if teachers ignore the affective needs of teenagers, they will be less likely to meet students’ cognitive needs. While it is commendable that we are paying attention to student well-being, we need to determine the actual practices in schools that promote well-being.

A starting point for student well-being is health and safety. At the Asian University for Women Laboratory School, we are fortunate to have a health clinic that takes care of any physical distress that students may experience. We also have in place policies and procedures in case of emergencies and, most importantly, we have a Child Safeguarding and Protection Policy. This policy clearly explains how we aim to prevent physical, emotional, and sexual abuse of children while on the premises, and we also explain our procedures should any disclosures of abuse be made. I encourage all of you who are not familiar with the policy to read it. It is located on the AUW Laboratory School website.

Another practice at the forefront of well-being is developing positive relationships. Students must feel comfortable with themselves and with their classmates and teachers to feel secure in their learning environment. Our weekly student advisory program allows students and teachers to get to know each other better, and teacher-developed questionnaires allow teachers to find out about student’s learning styles, interests, strengths, and challenges.

Often attention is paid to well—being through advisory campaigns, advertising campaigns, or through personnel like counselors or psychologists. However, the latter only addresses well-being needs as a remedy and not a preventative measure. Preventative whole-school measures such as peer advisor programs, advisory programs which build social and emotional skills, and enhancing the connection of students to each other and with their teachers, and with school programs, can go a long way towards fostering a sense of inclusion within the students. The more a student feels connected to her school, the more likely the student is to feel part of something bigger than herself and hence supported in a learning community.

In conclusion, prioritizing well-being in schools is not just a supplementary initiative—it is fundamental to academic success and personal growth. True well-being goes beyond surface-level efforts and requires deliberate, preventive measures embedded in school culture and practices. At AUW Laboratory School, our commitment to student health, safety, and meaningful relationships reflects our understanding that a supportive environment fosters both emotional resilience and academic achievement. By cultivating strong connections and a sense of belonging, schools can empower students to thrive not only as learners but also as individuals prepared to contribute positively to their communities.