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 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 PracticesEmotional Self-Regulation: RULER methodModeling Emotional Self-Regulation SkillsTeacher PraiseRelationshipsModeling Love, Kindness and ForgivenessActive Constructive RespondingDialogue JournalsSocial Belonging InterventionSecret Strengths SpottingPeer Praise NotesActs of KindnessVolunteeringFast FriendsBuddy BenchMeaningEducating Students about Benefit AppraisalsGratitude LettersTaking 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 EmployeesComprehensive Wellbeing ProgramsOther ResourcesAdditional Wellbeing FrameworksPROSPER

Health and Vitality

The positive health domain of wellbeing not only includes the absence of illness, but also  a person’s perception of their health, feeling physically healthy, having a subjective sense of physical vitality, and having sufficient strength and energy for their daily activities” (Seligman, 2011; Kern, in press, p.10). According to Piko and Bak(2006), children recognize these different aspects of health, that it is not only the absence of illness, but involves exercise, eating healthy, cleanliness, and a feeling of strength. In the same study, children also recognized the impact of physical health on their mental, emotional, and social wellbeing. A few children shared that being healthy brings them happiness and joy, while others shared that being healthy allows them to spend time with friends (Piko & Bak, 2006). One child shared that “Health is the most important thing to maintain your life” (Piko & Bak, 2006, p. 647). Though children and adolescents may recognize the importance of health, it is still important to help them develop skills and habits that will contribute to a healthy lifestyle. The interventions in this section are intended to guide teachers and school leaders in promoting student health and vitality.

References:

Kern, M. L. (in press). PERMAH: A useful model for focusing on wellbeing in schools. In K. A. Allen, M. Furlong, S. Suldo & D. Vella-Brodrick. (Eds.), The handbook of positive psychology in schools 3rd edition. Taylor and Francis.

Piko, B.F. & Bak, J. (2006) Children's perceptions of health and illness: images and lay concepts in preadolescence, Health Education Research, 21(5), 643–653. https://edtechbooks.org/-LZn

Seligman, M. (2011). Flourish: A Visionary New Understanding of Happiness and Well-being. New York: Simon & Schuster.

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