We see that since well-being has many facets, we know that improving students’ well-being in schools requires a whole-school approach, involving both teachers as well as parents. They can make use of the LMS to get connected with like-minded people too. We see that schools should provide lessons focused on the responsible use of the Internet, the need to adopt a healthy lifestyle as well as how to prevent or cope with health problems, in collaboration with those involved, including health along with the social services, local authorities as well as civil society organizations. We see that well-being is important at school because schools have an essential role to play in supporting students to make healthy lifestyle choices as well as understand the effects of their choices on their health and well-being. We see that both childhood and adolescence are critical periods in the development of long-term attitudes towards personal well-being as well as lifestyle choices. We see that the social and emotional skills, knowledge, and behaviors that young people learn in the classroom help them build resilience as well as set the pattern for how they will manage their physical and mental health throughout their lives as well. We see that schools can provide students with reliable information as well as deepen their understanding of the choices they face. We see that they are also able to provide students with the intellectual skills required to reflect critically on these choices as well as on the influences that society brings to bear on them, including through peer pressure, along with advertising, and social media as well as family and cultural values. We see that there is a direct link between well-being as well as academic achievement and vice versa, i.e. well-being is a crucial prerequisite for achievement as well as achievement is essential for well-being. We know that physical activity is associated with improved learning as well as the ability to concentrate. We see that the strong, supportive relationships provide students with the emotional resources to step out of their intelligence as we know their comfort zone and explore new ideas as well as ways of thinking, which is fundamental to educational achievement at the same time. We see that one of the challenges of trying to promote young people’s well-being in school is the multi-faceted nature of well-being. We see that there are several different types of well-being, all of which need to be promoted to some extent to create an overall sense of well-being in a person as well. So, we see that it is not possible to improve students’ well-being at school through single interventions or activities as well. Rather we see that it requires the development of a ‘culture’ of well-being throughout the whole school and the active involvement of the whole staff, teaching as well as non-teaching, which can be difficult to achieve. We see that the promotion of well-being may sometimes appear to conflict with other school priorities, such as academic standards as well. We know that there are unreasonably high expectations, a regime of constant testing or an over-emphasis on the importance of academic performance may undermine student well-being as well. We have seen that in many cases schools do not have the freedom to make the changes to school life that might most benefit student well-being as well. We see that they may have little control, for example, over formal examinations as well as tests, the content of curricula, the length of the school day, or the physical school environment. At the same time, we see that it has schools’ control over the many out-of-school influences on student well-being as well. What happens in the home as well as the family, local communities or social media can have as much, if not more, influence on student well-being as anything in school as well. We see that addressing student well-being at school begins with helping students feel they are each known as well as valued as an individual in her or their right, and that school life is something that has a meaning and purpose for them. ERP too can play a role in connecting the school with the students.
How holistic health and academic performance are supplementary in the life of a student?