Health & Wellbeing
Cultivating Health & Wellbeing Supports Learning
OECD Future of Education and Skills 2030 Project
The OECD Learning Compass 2030, a product of the Organization for Economic Cooperation and Development (OECD) Future of Education and Skills 2030 project, is an evolving learning framework that sets out an aspirational vision for the future of education with a focus on individual and collective well-being. The compass framework connects well to IB PYP standards and practices through its offering of a broad vision of the types of competencies students will need to thrive in 2030 and beyond. Check out the well-being section.
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Navigate to the ATL page to learn more about the OECD Future of Education and Skills 2030 Project.
Wellness Activities Blog
Check out this blog that was created by three University of British Columbia teacher education students in an effort to enhance connections between educators and school communities, particularly due to the impact that COVID-19 has had on learning and education. The blog is a collection of playful learning ideas for school-aged children. The learning ideas focus on social, emotional, physical, and intellectual well-being.
Young Adults are Struggling with their Mental Health. Is more Childhood Independence the Answer?
Wonder why children — yours, ours, everyone’s — often seem easily flummoxed, discouraged, and young for their age? Or passive? Or just plain anxious? This blockbuster report by Holly Korbey on the KQED website is a grand tour of modern childhood and what needs to be fixed.
In a new study currently under review, Georgetown University psychologist Yulia Chentsova Dutton looked at whether American college students’ threshold for what is considered risky was comparable to their global peers.
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Chentsova Dutton and her team interviewed students from Turkey, Russia, Canada and the United States, asking them to describe a risky or dangerous experience they had in the last month. Both Turkish and Russian students described witnessing events that involved actual risk: violent fights on public transportation; hazardous driving conditions caused by drunk drivers; women being aggressively followed on the street.
But American students were far more likely to cite as dangerous things that most adults do every day, like being alone outside or riding alone in an Uber.
The American students’ risk threshold was comparatively “quite low,” according to Chentsova Dutton. Students who reported they gained independence later in childhood — going to the grocery store or riding public transportation alone, for example — viewed their university campus as more dangerous; those same students also had fewer positive emotions when describing risky situations.
Chentsova Dutton hypothesizes that when students have fewer opportunities to practice autonomy, they have less faith in themselves that they can figure out a risky situation. “My suspicion is that low autonomy seems to translate into low efficacy,” she said. “Low efficacy and a combination of stress is associated with distress,” like anxiety and depression. Learn more by reading the report.
Also see the Play & Independence: Let Grow Website that is mentioned in the report.
Source: KQED Website
How Not to Be Hard on Yourself Poster
What Is an Emotionally-Healthy Childhood?
Sanctuaries of Silence & Activities
You are encouraged to view Sanctuaries of Silence with your students. The video focuses on listening to sound in our environment and comes with student conversation cards which encourage students to think about the human sounds, mechanized sounds, and nature sounds they hear. The takeaway concept is the disappearance of nature sounds on Earth. This connects very well SDG goal 15: Life on LandHow to Use the cards to deepen your students’ learning…
- As pre-film warm-ups to introduce the topics and themes
- As catalysts for post-film discussions
- As writing prompts for personal reflections or essays
- To spark ideas for action or class projects