What Is Student Wellbeing?
Putting students first
Research shows that students are more likely to enjoy learning, and reach their social and academic potential when they feel content, safe and engaged.
Our Wellbeing programme provides students with the skills to build this shared, secure learning community, where everyone’s qualities are recognised, valued and included.
Halcyon’s Student Wellbeing Programme
the core principles
1. Student Advocacy
Students are inspired to participate in and be accountable for their own learning. They are exposed to a variety of topics such as current global issues, open-mindedness and inclusion. We support students to develop a secure community that allows all individuals to strive towards their unique potential and supporting one another. This is achieved through constructive dialogue among students and staff to create a balance between the needs of the community and of the individual.
2. Cognitive Coaching & Mentoring
Students are taught to make time to give each other their attention and learn to listen without judgement. By reflecting on their own experiences and using that knowledge to support others, they can build meaningful relationships and make more responsible choices. At Halcyon, all students have a teacher-mentor who meets with them regularly for 1:1 coaching and will advocate for them at all times.
Mentoring groups are multi-grade with students from Grades 6 through 12. This vertical integration helps form partnerships across ages; breaking down barriers and encouraging equality. This collaborative environment is the source of the school’s student-led assemblies.
3. Student Leadership
Students have the opportunity to develop decision-making, communication and negotiation skills. This supports them in being accountable for key areas of school life and reinforces our belief in a community where everyone has a voice, no matter their age or background.
Key Skills developed
the core principles
To have the capacity to be resourceful when life is challenging. To know how to seek help, and to have a good understanding of endurance, optimism and happiness.
To be in a state of positivity and contentment, allowing students to not take themselves too seriously. To have a sense of humour and a sense of what brings them joy and learn how to love of learning.
To have a strengthened awareness of compassion and empathy. To be aware of our emotional and psychological states and to acknowledge the differences and needs of others.
A SENSE OF JUSTICE
A grasp of the principles of social justice, economic and environmental equality and an understanding of the ethics which support the virtue of fairness in society and the democratic process.
A commitment to work towards the sustainable benefit of others. To be invested in healthy and caring relationships. To collaborate to help the common good or pursue a shared goal.
To have the fortitude to stand by their principles. To know when it is most effective to speak up and to have the confidence and articulation skills to do so.
These skills are nurtured through Halcyon’s mentoring programme, our community interactions, and the actions we prioritise as a school.
In our changing world, having the best education is no longer a guarantee of a “good” job or, more importantly, a good life. As the digital revolution expands, and the world of work undergoes such a rapid evolution, students will require greater flexibility, enthusiasm for learning new skills sets, and increased emotional adaptability and resilience.
Students cannot be passive learners. They need to explore and learn the joys of free and independent inquiry. Socially and emotionally, they need to learn to exercise mindfulness and empathy. Authentic experiences of empathic thinking – young people collaboratively and intentionally building a shared learning community, supporting each other and themselves – lies at the very centre of our beliefs around wellbeing. Our evolving Wellbeing programme ensures self-development is woven into the fabric of a Halcyon education.
Our Guiding Principles
written by our students
Principle One /
Principle Two /
Principle Three /
Principle Four /