WELLBEING PROGRAMME

“School life, and the wider world beyond it, are often challenging. Our Wellbeing curriculum aims to give the children in our care the means to become resilient, well-balanced adult members of society, ready to successfully take on those challenges and subsequently thrive. The programme has been carefully crafted to help our pupils explore ways in which they can promote healthy personal, social and emotional habits, whilst developing effective strategies to overcome any challenges they may face along the way. ”

Penelope Mulholland – Assistant Head Pastoral

Wellbeing Programme

Pastoral Care

Pastoral care is central to the vision and ethos of Huili School Shanghai; it affects and influences every aspect of the educational journey a pupil experiences whilst at the school. Pastoral provision is a shared responsibility of both the school and parents. Each child is unique, with individual needs, potential, limitations and opportunities. Our aim is to provide a transformative experience, fully developing each pupil’s values and identity, allowing them to thrive at the school and provide the greatest likelihood of long-term happiness and fulfilment.

Wellbeing Programme

Huili School Shanghai introduces wellbeing as a compulsory subject in our curriculum and values young people’s happiness as much as their academic success.

Our wellbeing programme provides a range of opportunities for pupils to develop socially, personally and emotionally. The desired outcome from the wellbeing and pastoral structures are children who feel challenged, supported, included, guided and cared for during their school time and for pupils to develop the resilience to flourish throughout their education and in life beyond the school. Our wellbeing programme is made up of six strands and every lesson, session, workshop and discussion will contribute in some way towards developing one or more of the following six aspects:

  • Physical health: understanding the principal requirements of maintaining a healthy and active lifestyle.
  • Positive relationships: exploring how best to define and develop positive relationships with fellow pupils, teachers, family members and others.
  • Perspective: building emotional resilience or a ‘psychological immune system’. This aims to help develop the thinking skills that enable pupils to overcome adversity.
  • Engagement: recognising the importance of maintaining a healthy curiosity about the world around us and a willingness to engage with it.
  • The world: understanding and promoting ways of living sustainably in a conspicuous consumer society. This strand also encourages pupils to consider their place in the world and help define a positive future role for themselves.
  • Meaning and purpose: working out, as Viktor Frankl would say, our response to the questions life asks of us.