At ISL the well-being of our students is our highest priority. While there is no single definition of well-being, several concepts are commonly found. Well-being is an outcome which results in positive emotions, satisfaction with daily life, a lack of negative emotions, and the sense of ‘flourishing’.
At ISL we recognise the crucial relationship between the class teacher and the individual student. Our small classes, which result in a high level of individual attention, ensure that student progress and welfare are carefully monitored.
Parents are provided with detailed information on the academic progress and social development of their child during scheduled parent/teacher meetings, and through semester reports throughout the year. Parents are also encouraged to contact the homeroom teacher as soon as any issue arises that may affect the student’s general well-being at school. For more serious concerns, and where professional counselling is thought appropriate, we may refer students and their families to an educational psychologist consultant.
Homeroom teachers, supported by the Year Level Leaders and the section principals, provide a central point of contact for the students, their parents, and other teachers. An open, warm relationship helps students to be forthcoming when they need to talk about academic, social, or personal issues. Additionally, our student and academic counsellors provide constant support to our students. Encouraging frequent, open communication also helps us to recognise potential problems and deal with them before they become too serious.
ISL has introduced the Social and Emotional Learning (SEL) programme into the Secondary School. Every morning, the students participate in a homeroom period for 20 minutes. During the week, the majority of this time is devoted to the SEL programme. Additionally, five or six times throughout the year, each homeroom meets as a group with the student counsellor for well-being sessions.
Outside experts are invited into the school every year to engage students on the topic of substance use. Other external professionals have been to ISL in recent years to talk to the school’s community about a wide range of issues including mental health, Third Culture Kids (TCKs), and sexuality education.
Student progress and welfare are carefully monitored. Parents are provided with detailed information on the academic progress and social development of their child through regular learning reviews, interim and semester reports, and open evenings.