Wellbeing and Involvement

There exists a convincing school of thought that emotion and self-efficacy play a more significant role in learning than curriculum or indeed pedagogical approach. This is most pronounced in work with young learners when levels of wellbeing and involvement are stronger indicators of future success than vocabulary or other measures typically reported. This work has been replicated for all age groups in multiple forms. Hence the emphasis Wellington College and Wellington College China place on wellbeing.

IoL will lead a collaborative project with Prof Ferre Laevers, University of Leuven, to take a systematic analysis of whether, in our context, we can develop a means of not just scanning and screening for wellbeing and involvement but explicitly offer learning opportunities that enhance it.

This will comprise:

April: Ferre Laevers providing an input to key staff across the group

April – June: Volunteer staff trialling the scanning for wellbeing and involvement
Ongoing support to targeted staff
Begin collating data on wellbeing and involvement

Sept – Dec: A systematic study of the impact explicitly teaching for wellbeing and involvement

Findings from the study will be shared more broadly and implications for wider practice evaluated. The intention is that school involvement helps develop our understanding of wellbeing and involvement in our context and together we determine the impact of practice at a school and or group level.

Implications for Chinese, international and bilingual schools will be shared as part of Institute of Learning workshops and conferences across 2019-20.