top of page
  • Ariel Sánchez Rojas

What are the well-being indicators of schools? Part 2

In our last blog we talked about the reality of well-being and coexistence in schools. We found that only 40% of schools have mechanisms to identify violence, 12.5% have mechanisms to care for mental health, and 33% have psychosocial support and teacher training to prevent self-harm.

Figures that are accompanied by a regional trend in which every 12 minutes there is a case of violence within the school, which according to a more complete reading, allows us to conclude that of the cases of bullying only 40% (and that) will be identified; and the rest will go through an accumulation of negative experiences for the sufferer who, in his 14 years of school life, will have a 1 to 3 chance of dropping out of school.

So when we talk about well-being we talk about more complex dimensions than “a fight over a soccer game” or “a malicious comment”, we talk about the student's perception of himself for many years of his life, and the mental limitations that They will form as time goes by. When we talk about well-being we talk about fulfillment, friendship, peaceful relationships within the school and with oneself.

So, how to measure how well-being there is within a school? What do you have to do to ensure well-being within the school? We will answer the first question and leave the second for next week.

There are several variables to measure well-being at school: mental and emotional health, coexistence and inclusion, sexuality and gender, healthy eating and living, and physical integrity and security.

Now, not all schools must follow the same generic policies framed by general regulations. Each school is like an organization in which the actors are regulated with their own autonomous and cultural rules. Therefore, it is important that each welfare department knows the dynamics of the school, its actors, the available resources; and that you can identify who the leaders of the institution are so that they can set objectives and goals to meet for each month, and thus strengthen relationships within the school.

In this identification of needs it is necessary to see if the school is mixed, male or female; whether there is a team dedicated to coexistence or not, and how frequent and incidence of violence there is. It is also very important to have institutional allies that help them understand what is happening in other schools, what measures they are taking and how they can create an organizational arm that helps them more than the national coexistence system itself.

In the end, like nature itself, a good index of well-being and coexistence is a cause of better academic performance, better personality development and an adequate system of self-regulation of emotions. A school with well-being is a safer, healthier and more inclusive space.

So when do we need a coexistence team? Or, better yet, why and why have a wellness direction? In our next blog we will talk about this.

PS: the latest update of our software is now available, we have 30 schools on the waiting list; What are they waiting for? In this new update they will be able to define the psychological profile (if autonomous, impulsive, avoidant or isolated) of the student, and the action plans to strengthen their socio-emotional competencies.


bottom of page