Something to consider…do schools have a vital role in going beyond academics and nurturing the well-being of students? At NIS, we recognize that mental, emotional, and physical well-being form the foundation for successful learning and personal growth. That’s why well-being is integrated within the curriculum and actively supported by a dedicated team of counselors, learning support specialists, the school nurse, and teaching staff, all working in partnership with the Well-being Departmental Learning Leader, Maria Chaytor.
Why Well-Being Belongs in the Curriculum
Well-being can be taught, but it's more than just a beneficial skill set, it is a critical foundation for life beyond school. At NIS, we see well-being education as essential for helping students manage stress, develop resilience, build positive relationships, and take care of their physical bodies. Integrating these aspects into the curriculum not only enhances students’ personal growth but also supports their academic performance.
The NIS well-being curriculum spans from middle to high school, covering social-emotional skills, study habits, nutrition, digital citizenship, comprehensive sex education, and setting healthy boundaries. This intentional inclusion empowers students to take ownership of their mental and physical health as they prepare for the challenges of both school and life beyond.
The Well-Being Curriculum: A Comprehensive Approach
Led by Chaytor, our well-being curriculum connects life skills with practical applications. Students in grades 6-10 participate in well-being classes bi-weekly, while grades 11 and 12 engage in well-being retreat days, focusing on topics like cognitive nutrition, boundary-setting, study habits, and stress management. By consolidating these lessons into dedicated days, seniors can fully immerse themselves in well-being without the additional strain of missing academic classes.
For younger students, lessons touch on social and emotional learning, self-care, and even hands-on activities like preparing healthy meals. Grade-specific topics ensure that content is developmentally appropriate, growing in complexity from basic self-regulation skills in grade 6 to stress management and conflict resolution skills by grade 10.
NIS School Nurse, Ms. Yuri teaches Grade 2 students about hygiene and making good choices for our bodies.
Collaborative Support Across Departments
Well-being at NIS extends beyond a single class or department; it’s a community-wide effort. The counseling team, learning support staff, and school nurse contribute their expertise to offer a comprehensive support system. For example, counselors work alongside the well-being team to create scenarios that help students practice boundary-setting and navigate relationship dynamics. Our nurse, Yuri, addresses physical changes during adolescence, providing essential information on hygiene and healthy lifestyle habits. This collaboration means students receive consistent messages across various facets of school life, reinforcing their learning and enabling them to apply well-being principles in real-world situations.
To monitor and respond to students’ well-being needs, NIS uses the Komodo platform, which conducts bi-weekly check-ins. Students can report how they’re feeling, flag any concerns, and even request a counselor meeting if needed. This regular data provides insights into the overall well-being of our student body, allowing our support team to act proactively and tailor support to individuals when necessary.
Practical Skills for Lifelong Well-Being
Through our well-being curriculum, students learn practical skills that will support them throughout their lives. In grade 10, students are coached on making smoothies and planning nutritious meals, setting them up for success in high-stress environments. As a practical real-world application, this year our PE department collaborated with the well-being team to integrate nutrition lessons with physical training, preparing students for a 5K run, and challenging students to test what ingredients helped enhance their performances.
The well-being program culminates with a strong emphasis on self-sufficiency. For example, by grade 12, students explore goal setting, positive self-talk, and routines to manage their time and mental health. These lessons are carefully sequenced to ensure students have the tools to get them through the challenging culmination of their IBDP program and beyond so that when they leave NIS, they carry forward skills and habits that support their well-being in any environment they choose to pursue.
“Students who understand their own needs and how to care for their well-being are better prepared to engage academically. It’s not just about managing stress, but learning to thrive.”
- Maria Chaytor, Well-being Departmental Learning Leader at NIS.
A Culture of Holistic Support
At NIS, well-being is a shared responsibility, extending beyond the classroom into every corner of campus life. By integrating well-being into our curriculum and support services, we create a culture that prioritizes the whole child. We’re dedicated to nurturing a safe, supportive space where students can thrive academically and personally.
