NEWSLETTER
During my eight -year teaching career in Colorado, I heard that many schools and districts claim that they want to “develop all the child.” For example, the Colorado Education Department supports infrastructure and state systems to promote a complete approach called Complete school, full community, whole child . In addition, Denver's public schools The policy ends It requires all students to demonstrate a complete educational experience.
These policies can be found in many educational environments, but do not do enough to prepare all children for the rigors of life. To prepare them better, I suggest that we have more purpose to incorporate multiple dimensions of well -being in the learning experience of our children.
The concept of well -being covers several interconnected dimensions of our lives, with the objective of achieving a balanced and satisfactory state of well -being. Welfare implies promoting not only our physical health but also our emotional, intellectual, social, spiritual, environmental, professional, financial and creative dimensions. Within these dimensions there is an opportunity for our children to believe resilience, grow in their learning and development and create a harmonious relationship with them and the world around them.
I firmly believe that our failure in teaching our children through all dimensions of well -being He has left them without preparation to face the challenges of life inside and outside the classroom. We do not hold our schools with a high level of excellence beyond standardized tests and uniform learning standards. We owe our children to do it, and we must be without complexes in our commitment to a more holistic approach to education.
Recognizing the need for well -being
A classroom is more than a place to learn algebra or geometry; It is more like a barbershop or a family reunion, where the moments become part of the infinite stories that teachers can tell. These stories are like a guide, which show us how vital we teach in many dimensions of well -being.
When I think about students' welfare needs, I think of two young and incredible black children, Rob and NAS, with whom I had the opportunity to work as a math teacher and basketball coach. Both were brilliant and charming, but each appeared in the learning environment in very different ways.
Rob was a basketball player of talented high school. He took the training well and could jump from the gym. He understood the role that athletics could play in his goal to become a psychologist; It was refreshing to see when so many children had no idea what they wanted to do in life. Participated in him Challenge Capitol HillA national competition for the stock market game, and accompanied me to the State Capitol to meet with state representatives and senators. I remember that I asked him early in the school year: “How can I be at a level of math of tenth grade for the end of the year?” This young man had a solid basis in physical, professional, intellectual and financial well -being, but his well -being needs could still be further fed to guarantee their longevity and well -being in all categories. This was especially true for their social and emotional needs; In my opinion, all high school students need constant attention in that area. To ensure that it continues in an ascending trajectory, it continues to tend to your holistic well -being and not assume that these needs have already been met.
On the other hand, NAS was less connected in the educational environment. NAS was more involved in the disciplinary process. He often told me that he knew he could do better, but he didn't feel at the height of the challenge. He felt he was never completely supported. He was a child who worked well in the tests, but struggled to be in the task and complete the tasks. I saw a little of myself in him, a student who saw how talented but I never had that nourished gift. Due to circumstances outside the school, I knew I needed emotional support. To help, they would organize small groups so that children as NAS express themselves. Nor do I believe that your academic or intellectual needs are satisfied. We spent too much time demanding that arbitrary rules such as the clothing code be followed instead of ensuring that its brilliance was high. He practiced sports but did not tend to his physical well -being, especially in his constant diet of noodles and takis.
These are stories of two young men that I had in a school year, but I can think of innumerable other stories that show how diverse are the needs of our students. These stories justify the need to provide comprehensive well -being education. Each student would benefit from learning within any combination of well -being dimensions, and educators must begin to find forms and resources to support our students while enrolling through school.
Welfare in our schools
Our children are showing Increases in problems of anxiety, depression and behavior. I see these first -hand increases, and I think it is worse than we believe. That is why our children should know how to be emotionally and socially well, especially in a digital era. Imagine a school environment that operates more as a greenhouse instead of a manufacturing installation, where each student is a plant, and each plant receives exactly what they need to grow.
The data show that Academic results can be strengthened By incorporating several well -being approaches, and there are many ways in which we can incorporate well -being on our school day. At least, educators must be shameless in their commitment to interventions that support all students to be socially, emotionally and intellectually well. It is a requirement of Multiple level support system And schools should treat it as more than a verification list.
There are also other opportunities beyond those three dimensions of well -being. Imagine if children could learn about savings, investment, credit and budget throughout their experiences of primary and secondary school. Being financially well prepared for life they deserve. Also integrating nutrition and healthy lifestyles in our physical education can improve physical well -being.
Students must also recognize that the environment is more than just the forest or ocean; They must learn to be the caregivers of all the spaces in which they exist. They must understand the care of these spaces contributes significantly to our environmental well -being. Routine opportunities to explore your creativity, explore professional possibilities and strengthen your connection with your spiritual being through full attention are any way to participate in holistic welfare.
As part of a companionship project, I had the task of finding ways to support the social and emotional well -being of students after COVID. I occurred to me the idea of transforming a typical school day on a full day of well -being workshops with my high school students, where they experience learning in multiple dimensions of well -being. For example, instead of mathematics, they could register in a healthy eating workshop, Taekwondo training, art therapy, emotional regulation classes or even a gratitude workshop. There were more than 20 course offers for the more than 200 high school students who presented themselves to choose from. As it is becoming a regular experience for our high school students, it is important to keep in touch with what they want. When asked, they said:
“Other things that I would like to have available to Wellness Day are more martial arts such as karate, taekwondo, boxing and mma.”
“How to have good mental well -being and financial well -being and environment.”
“Most interactive workshops”.
The comments I have received from my students shows your desire to learn about other things beyond our main subjects. The need and need are there, and my program is just an example of how we can create a holistic welfare program.
So that our children are fine
Well, children exist in an environment where they feel welcome, supported and trained to achieve. Students' experience within the dimensions of well -being It provides us with a context to do so. Building these dimensions on a normal school day is crucial to promote the holistic development of students. Schools should devote themselves to integrate them more deeply into school experience and allow our communities to actively participate in that process. In doing so, we can build bridges that provide access to the opportunity for our children. This comprehensive approach helps students academically and personally, preparing them for success in all aspects of life.
When we ask ourselves, “how are children?” We can answer: “Children are fine.”
