Torch - 2021 Edition

Message from the Heads of Schools

Upper School students build community through a variety of co-curricular activities, including sport.

Building the Skills of Wellbeing Wellbeing is not something we can have on demand. We can’t will ourselves to become capable, resilient and reflective. We can’t purchase effective communication or collaboration. We can’t put on emotional awareness like a pair of shoes. We teach our students that wellbeing is made up of skills and attributes that require attention and practice. We cover the attention part when we help them develop awareness, understanding and a shared vocabulary. And then we build time for them to weave these lessons into their days, so they can learn and improve their wellness by doing. What does that “doing” look like? One method we use is role- playing. For example, our Grade 2 students have spent time working through what it means to make a mistake. How do you respond? What language can you use to talk about it? What actions can you take to address it? With experience, they learn how to resist the trap of perfectionism, develop a growth mindset and take responsibility for their choices. We take students through a similar process with other topics, like how to identify the size of the problem they are facing and learn strategies to address them in a productive way. With that exercise, our students develop greater mental strength and emotional agility.

own lives, increasingly able to guide themselves in their academics, relationships and life goals. Ultimately, they develop into stewards of their own health. Those students who live in Boarding benefit from additional Wellbeing programming. The Boarding Pulse Check surveys our Boarders completed earlier this year provided feedback on their wellbeing in the areas of general mood, physical health, academics and friendships, with overall scores in the “very good” or “excellent” range. But that doesn’t mean there isn’t work to do. Our Boarders also asked to learn more about how to deal with distraction and stress and how to build a positive mindset, so we are addressing these topics with them. Two evenings a week, our students and Dons meet in their cohort, with time devoted to the Wellbeing Program. The focus in the first semester was on social-emotional and communication skills, to help students manage themselves, resolve conflict, prevent bullying and develop prosocial behaviours. In the second semester, the program focuses on cultivating hope and optimism. Contrary to common understanding, hope and optimism—two established pathways to wellness—can be taught and learned. In all areas of the school, our first priority is to help our students see, understand and put into words the many dimensions of wellbeing. Then, we work with them to develop the skills of each dimension.

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