From the Executive Deputy Principal

The Importance of Wellbeing for Students and Staff in Schools

Schools are vibrant communities built on relationships, learning, and shared purpose. Every day, teachers, staff, and students engage in countless interactions that shape not only academic outcomes but also personal growth and wellbeing. In this busy environment, the importance of wellbeing, our overall sense of physical, emotional, and mental health, cannot be overstated. A healthy, supported community is the foundation of effective teaching, meaningful learning, and a positive school culture.

Wellbeing is not a luxury or an optional extra in education. It is essential. When students and staff experience high levels of wellbeing, they are more likely to feel motivated, resilient, and engaged. Research consistently shows that wellbeing is linked to better concentration, improved relationships, higher academic achievement, and reduced stress. Conversely, when wellbeing is neglected, it can lead to burnout, disengagement, and difficulties in learning or teaching.

For students, wellbeing underpins their capacity to learn and grow. A student who feels safe, valued, and supported is far more likely to engage actively in their learning, contribute positively to the school community, and develop the social and emotional skills that prepare them for life beyond the classroom.

For staff, maintaining wellbeing supports professional satisfaction and sustainability in what often is a demanding vocation. Teachers and support staff give much of themselves each day, emotionally, intellectually, and physically. Without regular attention to their own health and balance, the pressures of deadlines, responsibilities, and emotional labour can become overwhelming. 

Awareness is the first step towards maintaining good wellbeing. It begins with noticing, checking in with ourselves regularly and recognising signs of stress, fatigue, or imbalance before they escalate. Simple reflective questions such as “How am I feeling physically and emotionally today?” or “Am I managing my workload or responsibilities in a sustainable way?” and “Do I feel connected to others and supported in my environment?” can help.

For staff, scheduling moments throughout the week for self-assessment can make a significant difference. This might include short mindfulness breaks, journaling, or simply taking a quiet moment to breathe between classes or meetings. The aim is not perfection, but consistency. A conscious effort to care for one’s own wellbeing is part of professional practice.

Educators can and do, model this same approach by encouraging students to name and manage their emotions, set achievable goals, and seek help when needed. Creating a classroom environment that values honesty about mental health and emotional regulation normalises the idea that everyone’s wellbeing requires care and attention.

Schools are interconnected communities, and wellbeing flourishes when everyone feels seen and supported. Paying attention to those around us, whether colleagues, students, or friends, helps build a culture of compassion and collective responsibility.

Sometimes, small gestures make a profound difference. A kind word to a colleague, checking in on a student who seems withdrawn, or taking time to celebrate small successes. These actions reinforce the message that wellbeing is everyone’s business.

By promoting open conversations about wellbeing and modelling healthy boundaries, we give permission for others to do the same. Wellbeing in schools is a shared responsibility.

Each person contributes to the overall tone and culture of the community. When we prioritise wellbeing collectively, we create spaces where people feel safe to grow, take risks, and thrive.

It is important to remember that wellbeing is not static; it changes with circumstances and seasons of life. Regularly monitoring both our own wellbeing and that of those around us allows us to respond with care, compassion and flexibility. Whether through a listening ear, an act of kindness, or a renewed personal boundary, every effort counts.

Schools that actively nurture wellbeing are not only preparing students for academic success. We are cultivating empathy, balance, and resilience that will serve us throughout life. As educators and community members, when we care for ourselves, we are better equipped to care for others.

In the words of author Parker J. Palmer:  “We teach who we are.”

When we attend to our own wellbeing, we bring our best selves to our classrooms and our communities, creating environments where everyone can truly flourish.

Miss P Di Maria

Executive Deputy Principal