During my eight -year -old teacher career in Colorado, I heard many schools and districts claim to want to “develop the whole child”. For example, the Colorado Ministry of Education supports infrastructure and state -scale systems to promote an entire approach called Whole school, whole community, whole child . In addition, Denver public schools Political mate Requires that all students demonstrate a well -balanced educational experience.
These policies can be found in many educational contexts, but they do not do enough to prepare all children for the rigors of life. To prepare them as well as possible, I suggest that we are more determined to incorporate several dimensions of well-being in the learning experience of our children.
The concept of well-being includes various Interconnected dimensions From our lives, aimed at achieving a balanced and fulfilling state of well-being. Well-being implies nourishing not only our physical health, but also our emotional, intellectual, social, spiritual, environmental, career, financial and creative dimensions. In these dimensions, there is an opportunity for our children to strengthen resilience, to develop in their learning and development and to create a harmonious relationship with themselves and the world around them.
I firmly believe in our inability to teach our children in all Dimensions of well-being left them without being prepared to meet the challenges of life in and out of the classroom. We do not hold our schools responsible for a high level of excellence beyond standardized tests and uniform learning standards. We owe our children to do so, and we must be without excuse in our commitment to a more holistic approach to education.
Recognize the need for well-being
A classroom is more than a place to learn algebra or geometry; It looks more like a hair salon or a family gathering, where moments are part of the endless stories that teachers can tell. These stories are like a guide, showing us how essential it is that we teach through many dimensions of well-being.
When I think of the needs of the well-being of the students, I think of two incredible black young boys, Rob and Nas, with whom I had the chance to work as a math teacher and basketball coach. The two were brilliant and charming, but everyone presented themselves in the learning environment in a very different way.
Rob was a gifted basketball player of the college. He resulted in training well and could jump from the gymnasium. He understood the role that athletics could play with his goal of becoming a psychologist; It was refreshing to see when so many children had no idea what they wanted to do in life. He participated in Capitol Hill ChallengeNational competition for the stock market game, and accompanied me to the State Capitol to meet representatives of the State and senators. I remember that he asked at the start of the school year: “How can I be at a 10th year mathematical level by the end of the year?” This young man had a solid basis in physical, career, intellectual and financial well-being, but his well-being needs could still be nourished more to ensure his longevity and well-being in all categories. This was particularly true for his social and emotional needs; In my opinion, all college students need constant care in this area. To ensure that he continues on an ascending trajectory, continuing to take care of his holistic well-being and not to assume that these needs have already been met.
On the other hand, NAS was less connected in the educational environment. The NAS was more involved in the disciplinary process. He often told me that he knew he could do better but did not feel up to the challenge. He had the impression that he was never fully supported. He was a child who was going to perform well on the tests, but had trouble being on the task and finishing assignments. I saw a little of me in him – a student whom I saw as good but that this gift had nourished. Due to circumstances outside the school, I knew he needed emotional support. To help, I would host small groups so that boys like NAS are expressed. Nor do I think that his academic or intellectual needs are met. We spent too much time demanding that he followed arbitrary rules such as the dress code instead of ensuring that his brilliance was high. He did sports but did not keep his physical well-being, in particular on his regular diet of noodles and takis.
These are stories of two young men I had in a school year, but I can think of countless other stories that show how diverse the needs of our students are. These stories justify the need to provide full education of well-being. Each student would benefit from learning in any combination of the dimensions of well-being, and educators must start to find ways and resources to support our students while they register at school.
Well-being in our schools
Our children show Increase in anxiety, depression and behavior problems. I see these first -hand increases, and I think it's worse than we don't even think about it. This is also why our children should know how to be emotionally and socially well, especially in the digital age. Imagine a school framework that works more like a greenhouse instead of a manufacturing installation, where each student is a factory, and each factory receives exactly what she needs to cultivate.
The data show that Academic results can be reinforced By incorporating various approaches to well-being, and there are many ways to integrate well-being in our school day. At least, educators should be shamelessly in their commitment to interventions that support all students to be socially, emotionally and intellectually well. It is a requirement of Several level support system And schools should treat it as more than a simple control list.
Other opportunities also exist beyond these three dimensions of well-being. Imagine if children could discover savings, investment, credit and budgeting throughout their primary and secondary school experiences. Being well financially would set them up for the life they deserve. The integration of nutrition and healthy lifestyles in our physical education can also improve physical well-being.
Students must also recognize that the environment is more than the forest or the ocean; They should learn to be the caregivers of all the spaces in which they exist. They should understand the management of these spaces significantly contributes to our environmental well-being. Routine opportunities to explore their creativity, to explore career possibilities and to strengthen their bond with their spiritual self by mindfulness are all ways to engage in holistic well-being.
As part of a scholarship project, I was responsible for finding ways to support the social and emotional well-being of the students after the case. I had the idea of transforming a typical school day into a full day of well-being workshops with my college students, where they can live learning through multiple dimensions of well-being. For example, instead of mathematics, they could register for a healthy catering workshop, a taekwondo training, art therapy, emotional regulation lessons or even a gratitude workshop. There were more than 20 lessons for the more than 200 college students who presented each other. As it becomes a regular experience for our college students, staying in touch with what they want is important. When asked, they said:
“Other things that I would like to have at the disposal of well-being is more martial arts lessons such as karate, taekwondo, boxing and MMA.”
“How to have good mental well-being and financial well-being and an environment.”
“More interactive workshops.”
The comments I received from my students show their desire to discover other things beyond our main subjects. The need and the desire are there, and my program is only an example of how we can create a holistic wellness program.
So that our children are good
Well, children exist in an environment where they feel welcomed, supported and authorized to make. Student experience in the Dimensions of well-being provides us with a context to do so. Building these dimensions in a normal school day is crucial to promote the holistic development of students. Schools should devote themselves to integrating them deeper into school experience and allow our communities to actively participate in this process. In doing so, we can build bridges that provide access to the opportunity for our children. This global approach helps students to prosper academically and personally, preparing them for success in all aspects of life.
When we wonder: “How are children?” We will be able to answer: “Children are fine.”
