Wellington's Wellbeing Education

Ms Emma Shi

Pupil Mentor

During this year's Mental Health Week, our "Sleep Matters!" initiative revealed fascinating insights about sleep science. Through wellbeing courses, pupils learned practical formulas: Sleep = Sleep Drive - Sleep Resistance, discovering three life tools - "Power Bank" (daytime exercise), "Mute Button" (screen curfew), and "Body Clock Wind-up" (consistent routines). Neuroscience concepts became tangible as they explored adenosine accumulation driving sleep pressure, mindfulness breathing calming sympathetic nerves, and circadian rhythm regulation. 

Our Psychology ASA's "Sleep Discovery" project saw Y12 pupils Ethan, Marvin, Maggie, Daniel, and Angela interviewing community members across divisions. These heartwarming exchanges transformed sleep improvement from solitary struggle to collective growth.

At the "Sleepover for Sweet Dreams" event, stargazing paired with melatonin-friendly "digital sunset" hours (device-free 60 minutes before bed), yoga flows, and sleep-friendly snacks redefined nighttime routines under the moonlit campus.

Murray Bowen, a psychologist, proposed that individuals must seek balance between "individuality" and "togetherness." Maintaining individuality enables self-identity and boundary-setting, while "togetherness" addresses humanity's profound need for belonging and emotional connection. Group counseling, a psychological approach conducted in group settings, facilitates mental growth through interpersonal interactions and mutual support among members. This method has consequently been widely adopted in school-based mental health education programs for pupils. 

In an ICC1 wellbeing class, pupils and their house tutors formed intimate circles sharing stories about "A Helping Hand". Within this micro-community, tutors became storytellers recalling their own school-day challenges, while pupils participated through words, thoughtful silences, and nodding gestures - all weaving into natural emotional resonance. "We receive more kindness than we dare ask for," one pupil reflected. A teacher's vulnerable sharing about relocation anxiety particularly bridged understanding, proving growth means "learning to extend hands while embracing others' warmth."

"The stage serves as a laboratory for reality." Campus psychodrama, an approach that leverages theatrical performance to achieve empathy and cognitive restructuring, has become a highly popular and educational activity in school mental health initiatives. By resonating with adolescents' creative disposition, this innovative method transforms abstract psychological experiences and personal growth into tangible, action-oriented experiences that pupils find both engaging and instructive.

In The Secret, protagonist A's trust was betrayed when her confidential story became gossip currency. As actors carrying "SECRET" signs swarmed the stage, A stood withdrawn and silent until warm lighting revealed a classmate approaching: "True friendship guards, not claims." The symbolic sealing of a "secret box" powerfully demonstrated boundaries in relationships.

The fantasy-driven Walk in My Shoes featured best friends B and C experiencing "soul-swap magic" during conflict. Controlling B suddenly felt C' social anxiety through trembling hands, while C discovered B's fear of abandonment behind her bossiness. Their parallel monologues - "Your loneliness hides behind jokes"/"My pushiness masks fear of loss" - ignited thunderous applause, showcasing how perspective-shifting builds empathy. "Here, mistakes become gifts of growth." one pupil commented. When fictional stories illuminate real-life puzzles, the challenge transforms into collective healing under the spotlight.