"[T]he concept of well-being is like the concept of physical health: it resists precise definition and yet it is indispensable" 

(Sam Harris)

“The good life is a process, not a state of being. It is a direction, not a destination.”

(Carl Rogers)

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We know that a sense of success and accomplishment is a vital part of our own and our students’ well-being. However, it is not sufficient on its own.

 

I believe that a deep understanding of human well-being, and what conditions can bring it about, is a vitally important part of being an outstanding contemporary educator. Martin Seligman’s ‘PERMA’ acronym provides a progressive and balanced definition of well-being, and I am committed to supporting schools to build this into their purpose and strategic vision.

With my expertise in research-informed teaching and learning, and specifically, with the role of non-cognitive aspects of learning, I can support you in your articulation of a strong connection between student well-being and student learning. Within the PERMA model, academic achievement and well-being are entirely complementary foci for a strong values-oriented school development.

My work in this area has been recognised by the IB as an area of excellent practice in the growing field of Social and Emotional Learning (SEL). It also comprised the foundation of our presentations at the IBAEM Regional Conference in Rome (2014) and the Hague (2015).

 

I can support you in the development of the following:

  • Whole-school integrated well-being strategy

  • Child protection and safeguarding policy development and implementation

  • Parent support and training workshops

  • Learning to Learn / IB Approaches to Learning (ATL) articulation and making connections between well-being and student learning

  • Innovative SEL curriculum development

  • Student and peer mentoring training and implementation

  • The role of mindfulness practice in teaching and learning

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