CoverIntroductionWellbeing and Its Importance in SchoolsWhat models/frameworks exist to promote school wellbeing?What is the best approach for my school or district?Valuable Tools and ConsiderationYour Call to ActionStudent Wellbeing InterventionsPositive Emotion Three Good ThingsCounting BlessingsEnvisioning Your Best Possible SelfUnderstanding HumorThree Funny ThingsOutdoor LearningBringing the Outside InBibliotherapyEngagementRecognizing and Utilizing Personal StrengthsARCS Model of CuriosityCarousel BrainstormingGenius HourPerspective Taking and Role-PlayArts IntegrationDrawing and Coloring TherapyCulturally-Enriching and Arts-Based Field TripsCulturally Responsive PracticesSocial Belonging InterventionEmotional Self-Regulation: RULER methodModeling Emotional Self-Regulation SkillsTeacher PraiseRelationshipsModeling Love, Kindness and ForgivenessActive Constructive RespondingDialogue JournalsSecret Strengths SpottingPeer Praise NotesActs of KindnessVolunteeringFast FriendsBuddy BenchMeaningEducating Students about Benefit AppraisalsGratitude LettersSavoring StrategiesTaking in the Good (HEAL)Mental Time TravelBrief Mindfulness ActivitiesMindful BellMindful BreathingBody Scan RelaxationMindful Walking/MovementFive Senses MindfulnessMindful PhotographyMindful Self-CompassionAccomplishmentFuture Thinking & When/Where PlansHope MapG-POWER Goal SettingEmbedded Self-Regulation StrategiesGrowth MindsetGrit and Deliberate PracticeDeveloping Students' Resilience and Coping SkillsHealth and VitalityHealthy Sleep HabitsClassroom Physical ActivityYogaCreative Playground EquipmentHealthy Body Image InterventionStudent-Led Health ProgramSchool-Led Interventions for Teachers and StaffSupporting Teacher AutonomyMindfulness TrainingCompassion TrainingHumor TrainingIncentivizing Physical ExerciseIndividual Interventions for Administrators, Teachers and StaffPositive and Reflective JournalingSelf-Regulation and Coping StrategiesSelf-AffirmationSelf Compassion LetterDiscovering and Utilizing Character StrengthsJob CraftingMindfulnessAdditional Interventions to ConsiderDedicated Wellbeing SpacesIndividual Wellbeing Plans for School EmployeesOther ResourcesPROSPER


Sue Roffey, researcher, psychologist, and director of Growing Great Schools Worldwide, developed the ASPIRE framework to ensure that all teachers and students feel safe participating in SEL and positive education programs and interventions (Roffey, n.d.).  The ASPIRE framework consists of five principles: Agency, Safety, Positivity, Inclusion, Respect and equity. This framework aims to foster belonging, diversity and empowerment in SEL, especially among students from diverse backgrounds and with diverse needs (Roffey, 2017). The ASPIRE framework has been evaluated globally in schools as part of Roffey’s Circle Solutions program and has been shown to promote positive experiences and learning outcomes (Roffey, 2017; Roffey, n.d.). The components of the ASPIRE framework are as follows: 

Principle: Description: Classroom Implementation:

Give students a voice so they take more responsibility for their wellbeing and allow them to come to their own conclusions about material being learned (Brosnan, 2020, 10:53; Roffey, n.d.).

Provide appropriate media resources, role-plays and small group discussions to aid in student learning (Roffey, n.d.).

Students are more likely to engage when the classroom has a culture of physical, emotional and psychological safety. 

Allow students to be silent or ‘pass’ during activities and class discussions. Provide more group and collaborative activities than individual ones. Use third person or inclusive language such as ‘we’ more often than ‘my’ or ‘I’ (Roffey, n.d.).


Foster positive emotion such as kindness, gratitude, playfulness and laughter.

Present activities as games and encourage laughter. Focus on students strengths and encourage strengths-based language in the classroom (Roffey, n.d.).


Welcome all students, give everyone a role (everyone participates and is valued) and foster inclusive belonging. 

Regularly mix up student groups during activities to encourage students to associate with those outside their social group (Roffey, n.d.).


Empower students and others by fostering active listening and encouragement.

Encourage students to listen to and encourage each other and avoid put-downs. Provide activities that foster empathy and kindness (Rofffey, n.d.).


Recognize that students have diverse needs and circumstances and help those who struggle with access.

Provide differentiation and choices with each activity to meet students’ diverse needs. 


A few ideas for classroom implementation, summarized from Roffey’s research have been included above, however you may wish to visit the resources below for more ideas on how to incorporate the ASPIRE framework into your school’s SEL or wellbeing program. 


Brosnan, M. (Host). (2020, September 12). ASPIRE to wellbeing in school with Dr. Sue Roffey [Audio podcast episode]. In Pursuit of Everyday Wellbeing. 

Growing Great Schools Worldwide. (n.d). The ASPIRE principles.  

Roffey, S. (n.d.). ASPIRE to safe and effective social emotional learning. Global Citizenship Foundation. 

Roffey, S. (2017). The ASPIRE principles and pedagogy for the implementation of social and emotional learning and the development of whole school well-being. International Journal of Emotional Wellbeing, 9(2), 59-71. 

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