Schools’ enduring impact: why student well-being matters

Our school experiences profoundly shape who we become as adults, fostering either a deep attachment to those early years or, for some, a lasting aversion to institutions.

This formative influence is often reflected in novels, films and songs that portray the wide range of educational journeys people experience. Through this cultural lens, educators recognise the importance of ensuring that every learner feels supported, valued and empowered in order for meaningful learning to take place.

Schools should embody a strong culture of care, where student well-being is recognised as an essential component of education. Supporting well-being enables students to grow into confident, compassionate global citizens with empathy and understanding for others.

Ideally, education focuses on the ‘whole’ or ‘holistic’ child. This developmental approach extends beyond academic achievement to nurture students’ overall well-being, addressing their interconnected physical, emotional, social, cognitive (learning), and spiritual development. The aim is to support students in becoming balanced, self-regulating and resilient individuals, equipped to meet life’s challenges with the support of family and community.

Schools have made significant advances in their approach to student mental health and well-being. Staff regularly receive training – often refreshed annually – to help them identify when children may need support and to understand their role as professionals in responding effectively.

Staff training and student awareness is critical, so that peers and adults in school can recognise warning signs, check in with students, and respond quickly when someone may be struggling

Some of this training is delivered online, as Verdala International School does through national colleges, while other programmes are supported by government and educational institutions such as TAASC for mental well-being training, as well as support from the Association for Child and Adolescent Mental Health, Malta, and the Centre for Resilience and Socio-Emotional Health at the University of Malta.

Despite these efforts, it remains essential to ask why a proactive approach is still needed. Central to this is listening to students’ voices and genuinely asking them: how are you doing?

Increasingly, we hear that children are turning to AI to ask difficult or private questions related to mental health because it feels faster, more accessible, or less intimidating and judgemental. However, children need human connection, not bots that lack emotional regulation and relational understanding. This is why staff training and student awareness is critical, so that peers and adults in school can recognise warning signs, check in with students, and respond quickly when someone may be struggling.

Well-being is often highlighted in education during the month of November, with many schools participating in events that both celebrate progress and remind us of the work still to be done.

Last month, Verdala International School, led by our director of well-being, demonstrated this ongoing commitment through initiatives including National Children’s Day, Anti-Bullying Week, financial literacy workshops with Junior Achievement Malta, and sessions with Sedqa focused on prevention and healthy lifestyle choices.

A paper chain decoration on Be Kind Day

Poster for Anti-Bullying Week

A collage poster to mark World Children's Day.

Verdala International School recognises the importance of delivering age-appropriate learning that equips students to manage conflict, cope with challenges, navigate peer pressure and act as empathetic upstanders for themselves and others.

When recruiting staff, I often highlight our school’s positive climate. While no community is perfect and there is always room for growth, I can genuinely say our students are among the happiest I have encountered in my career.

At the same time, as head of school I remain acutely aware of my responsibility to be constantly vigilant in our duty of care, ensuring students’ well-being and safety and making sure no child falls through the net or goes unseen.

Most school communities now provide comprehensive ‘wrap-around care’ beyond the classroom. This includes professionals such as school nurses, learning support educators, school counsellors and a director of well-being. These roles are specifically focused on pastoral care and play a vital part in supporting student well-being.

Ideally, children would never experience trauma or stress. However, without strong preventative measures, schools can become environments where peer unkindness, conflict and bullying occur. In addition, school itself can be a source of pressure, with assessments, examinations and expectations to perform academically.

Well-being matters now more than ever and must remain a central pillar of every school. Throughout my career, I have never worked in a school where I have not, at some point, supported students through challenging times. At this special time of year – and indeed at all times – we must remain attentive, compassionate and proactive in checking in on our young people.

Davina McCarthy is head of Verdala International School.