EducationWorld

Fostering Student Wellbeing

Kate and Victoria– Kate Fowler, Deputy Headteacher Pastoral at Epsom College, Malaysia and Victoria Pugh, Assistant Director of Accreditation, COBIS

The welfare of students has become a priority for many schools across the globe. Beyond academic success, fostering wellbeing lays the foundation for students to thrive, adapt, and develop into healthy, resilient individuals prepared for life beyond school. International students, in particular, face unique challenges such as cultural adjustment, language barriers, and separation from family, making it vital for schools to create supportive environments tailored to their needs. By addressing student welfare holistically, schools and institutions can empower learners to excel academically, socially, and emotionally.

Research by Lindorff (2020) highlights how effective whole school approaches to wellbeing can positively affect overall academic and personal success. A positive school environment fosters resilience, builds self-esteem, and encourages engagement. However, with students often coming from diverse cultural backgrounds, schools must recognise and address varying expectations and perceptions of welfare. For many, wellbeing extends beyond academic performance to include emotional support, mental health awareness, and a sense of belonging. Schools must balance these factors while maintaining high academic standards, creating a foundation where students can flourish.

Key strategies for promoting student wellbeing

To meet the needs of international students, schools may find the following strategies helpful:

Epsom College Malaysia, a Member of the Council of British International Schools (COBIS) serves as an exemplary model of how international schools can prioritise student welfare. Guided by the British Government’s statutory frameworkKeeping Children Safe in Education (2024), the school has embedded safeguarding and welfare at the heart of its mission. Epsom College was awarded COBIS Beacon Status for its work and commitment to student wellbeing.

Recognising the diversity of its student body, Epsom College emphasises cultural inclusivity and community-building. Initiatives like themed weeks—such as “Mental Health Awareness Week” and “Kindness Week”—celebrate diversity while fostering a supportive school culture. Its PSHE curriculum addresses topics like cultural awareness, mental health, and respectful relationships, providing students with the tools they need to navigate challenges.

A key feature of Epsom’s approach is its robust mental health support system. The school offers an open-door policy, ensuring students can easily access support when needed. A dedicated school counsellor provides professional guidance, and regular wellness activities like “Wellness Wednesdays” focus on holistic health. By prioritising professional development, Epsom ensures that its staff are equipped to deliver high-quality welfare support, further solidifying its reputation as a leader in student well-being.

Creating a global standard for student wellbeing

As the world becomes increasingly interconnected, international schools have a responsibility to set a global standard for student welfare. Schools must adopt a comprehensive approach that considers mental health, cultural diversity, and the unique challenges faced by international students as well as the opportunities that positive wellbeing can bring. The strategies highlighted—such as mental health resources, inclusivity initiatives, and empowering student voice—provide a roadmap for fostering environments where all students can thrive. It is vital that school is a place where young people can feel safe, inspired and empowered to consider and support their own wellbeing whilst knowing that there are people there to support them.

References:

Department for Education (DfE) (2024) Keeping children safe in education 2024: statutory guidance for schools and colleges (PDF). London: Department for Education.

Lindorff A (2020) The impact of promoting student wellbeing on student academic and non-academic outcomes: An analysis of the evidence. Available at: https://oxfordimpact.oup.com/home/wellbeing-impact-study (accessed 9 September 2022).


Biography of authors:

Kate Fowler is the Deputy Headteacher Pastoral at Epsom College in Malaysia, a British international co-educational boarding school with a diverse community of 650 students. Now in her third year in this role, Kate is dedicated to fostering student wellbeing and promoting positive behaviour. With extensive experience in both UK and international boarding schools, she has held a range of pastoral positions, including Head of Year, Boarding Housemistress, and Assistant Head Pastoral, where she has developed a thorough understanding of the needs of students in boarding environments.

Victoria Pugh is an experienced senior leader with experience in both international schools and in the UK. She has taught and led across various age phases from nursery to secondary, specialising in Personal, Social, Health and Economic Education (PSHE) and Special Educational Needs and Disabilities (SEND). Victoria has been involved in school improvement as a Specialist Leader of Education for PSHE and pastoral support, having set up networks and professional development opportunities in Herefordshire and Worcestershire.

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