External agency partners (for instance the local medical centre) provided regular testing and incentives for students to monitor, promote and maintain physical wellbeing. Students learned to build skills in recognising their own health problems and were encouraged to ask for help. This likely helped to drive up good attendance which is commonly affected by ill-health.
Hopeful children have better psychological adjustment to deal with life’s challenges (Snyder, 2002). Hence, students at both schools are taught about their available opportunities to enrich their own lives and engage outside of their chile email list communities, if they so desire. To further support psychological wellbeing both schools taught students emotion regulation skills, such as having calm thoughts to manage stress or anger. In addition, staff needs must be met in order to meet student needs, hence leadership teams of both schools prioritised staff psychological wellbeing and needs.
Social wellbeing
Both schools strongly promoted social wellbeing and provided opportunities for family involvement at school, including facilitating strong relationships with staff. Each school principal referred to not being seen as ‘the boss’ but as effortfully encouraging active community participation.