Why Wellbeing Matters at School

When parents choose a school for their child, they think about more than academic results. They want to know that their child will be happy, that they will feel safe, and that someone will notice if they are struggling. At St. Andrews S107, that expectation sits at the heart of everything we do.

Good mental health and emotional wellbeing are not separate from learning. They make learning possible. A child who feels anxious, unsettled or unsupported will find it difficult to concentrate, connect with friends, or grow in confidence. That is why wellbeing is not treated as an add-on here. It is woven into the fabric of school life.

Wellbeing as Part of Everyday School Life

Supporting students emotionally is not something that only happens when there is a problem. At St. Andrews S107, wellbeing is present in the everyday moments: in tutor time conversations, in the relationships between teachers and students, and in the way the school community looks out for one another.

This approach spans the whole school. Whether your child is in Early Years taking their first confident steps away from home, or in Year 13 preparing for university and all the pressures that brings, there is a support structure in place that is designed to meet them where they are.

Dedicated Counselling and Play Therapy Support

The school has a dedicated team of two counsellors and one play therapist, who work across all year groups from Early Years through to Year 13. Having this professional support in-house means students can access help within the school environment they already know and trust, while further support can be discussed with families when needed.

Not every child finds it easy to sit down and talk about how they are feeling, especially younger children or those who simply express themselves in different ways. For these students, creative approaches can be just as meaningful. Through carefully guided play, children are able to work through emotions and experiences in a way that feels natural and safe for them.

For older students, the support shifts to reflect their age and needs. Counselling sessions with secondary-age students focus on helping them develop self-awareness, manage stress, and build the kind of resilience that will serve them well beyond school.

Helping Staff Notice When Students Need Support

Teachers and support staff are often the first to notice when a student is not quite themselves. A quieter manner than usual, a change in behaviour, or a drop in engagement can all be early signs that students are experiencing challenges. That is why members of the teaching and support team at St. Andrews S107 have received mental health first aid training.

This training helps staff recognise those early signs and respond thoughtfully, whether that means providing some reassurance in the moment, having a quiet word with a student, or ensuring the right person within the school is informed. It means that wellbeing support is not confined to scheduled sessions with the counselling team. It is part of every adult’s role within the school.

Giving Students a Voice Through Wellbeing Ambassadors

Some of the most effective wellbeing work at the school has come from the students themselves. Sixth Form students created the Wellbeing Ambassadors programme, taking ownership of how wellbeing is talked about and promoted across the school community.

These student ambassadors have received additional mental health training, giving them a greater understanding of the issues their peers may face and how to respond helpfully. Their role is to encourage open conversations, reduce stigma, and remind fellow students that asking for support is a sign of strength, not weakness.

One particularly visible example of their work was the organisation of Pink Shirt Day, part of a global anti-bullying campaign centred on kindness and inclusion. It was a student-led effort that sparked genuine conversations across the school and sent a clear message about the kind of community St. Andrews S107 aims to be. The Wellbeing Ambassadors complement the professional support available, but they do not replace it. They are an additional layer of care within the student community.

Regular Check-Ins and Pastoral Care

Across both primary and secondary, the school uses online wellbeing check-ins to help staff keep a gentle but consistent eye on how students are feeling. These regular touchpoints make it easier to notice when someone may benefit from a conversation or additional support, before difficulties have a chance to grow.

When support is needed, it is never down to just one person. A network of caring adults is involved, including class teachers in primary, tutors and Heads of Year in secondary, and Heads of Primary and Secondary, all working alongside the counselling team and learning support specialists. This whole-school approach means that concerns can be shared and addressed in a way that is coordinated and considered.

Working Closely with Parents

Parents are essential partners in supporting their child’s wellbeing. The school’s counselling team runs regular parent workshops designed to give families practical tools and insights that they can use at home.

A recent workshop focused on coping strategies, giving parents the opportunity to explore mindfulness techniques first-hand. By experiencing these approaches themselves, parents were better placed to understand what their children may be working on in school and to reinforce those same strategies at home. When school and home are working in the same direction, students feel the benefit.

Helping New Students Feel They Belong

Starting at a new school is one of the most unsettling experiences a young person can face, particularly in an international school setting where families may have recently relocated and everything feels unfamiliar. St. Andrews S107 takes this transition seriously.

New students are paired with a buddy who can walk alongside them through those first weeks, answer questions, make introductions, and generally help them settle in. It is a small gesture with a meaningful impact. Feeling connected to at least one other person can make an enormous difference to how quickly a student begins to feel at home.

Safe Ways for Students to Ask for Help

Not every student feels comfortable putting their hand up or walking into an office to ask for support. For those who find it difficult to speak up directly, the school provides an anonymous reporting system. Students can use this to request help or raise a concern in a way that feels safer for them.

This matters because a student who feels hesitant or embarrassed should not have to remain without support simply because one particular route feels too daunting. Giving students multiple ways to reach out means more of them are able to access help when they need it.

A Community That Cares

St. Andrews S107 offers a community that takes wellbeing seriously, that has dedicated professionals in place, that trains its staff to notice and respond, that listens to its students, and that works alongside families to make sure every child feels seen and supported.

If you would like to know more about the wellbeing support available at St. Andrews S107, please do not hesitate to get in touch with the school.

Starting a new school can feel like a big step for both children and parents. Whether your child is joining at the beginning of the school year or partway through, it is completely natural to feel a mix of excitement and nerves.

The good news is that, from our experience, children are incredibly adaptable. With the right support, they often settle much more quickly than we expect.

Every child settles in their own way

On the first day, every child responds differently. Some walk in confidently, ready to explore, while others may feel unsure and need a little more time. Both responses are completely normal.

As teachers, we are very used to this. We are there to gently support each child, helping them feel safe, welcomed and part of the community from the very beginning.

A calm and confident goodbye helps

One of the most important things parents can do is remain positive and calm at drop-off, even if they are feeling nervous themselves. Children pick up on our emotions very easily.

If we present school as an exciting adventure, they are much more likely to feel that way too. A confident goodbye, even when it feels a little brave, can really help children settle.

This does not mean ignoring your child’s feelings. It simply means reassuring them with warmth and confidence, so they know that school is a safe and positive place to be.

Communication between home and school matters

In Early Years, the relationship between home and school is incredibly important. Strong communication helps everyone feel supported, especially during the settling-in period.

At St Andrews International School S107, we use Seesaw to give parents a window into the classroom. It is an easy way to connect with teachers, ask questions and share in your child’s day.

For many parents, this helps provide reassurance. You can see little moments from your child’s school life and feel more connected to what they are experiencing each day.

A few tears are completely normal

It is also worth remembering that a few tears in the early days are very common. In our experience, these are often harder for parents than for the children!

Most children settle within minutes of saying goodbye and go on to have a happy, busy day, while parents understandably spend a little longer worrying. We will always let you know if your child is not settling, but more often than not, they are quickly engaged in play, learning and classroom routines.

Small routines at home can make a big difference

At home, there are small but powerful ways to support your child. Talking positively about school, acknowledging their feelings and keeping routines consistent all help to build confidence.

You might talk about what they are looking forward to, remind them of their teacher’s name, or practise simple routines such as packing their bag, putting on their shoes or saying goodbye at the door.

Over time, you will start to notice small signs of progress. It might be a smile at drop-off, a story about a new friend, or excitement about coming back the next day. These little moments are often the first signs that your child is beginning to feel settled.

Name everything

A practical tip from both a teacher and a parent: name everything!

In Early Years, we encourage children to begin taking responsibility for their own belongings and to develop independence, including getting changed. However, they will not yet remember which shorts, shirts or socks are theirs.

Clear labelling makes a huge difference. It helps children, teachers and parents, and it saves a lot of time at the end of a busy school day.

Do not worry about a messy uniform

Finally, please do not worry if your child comes home a little messy.

Early Years is an active, hands-on environment, and learning can be wonderfully messy. Paint on a sleeve, sand in a shoe, or a slightly untidy uniform usually means your child has been fully involved in the day.

In many ways, a messy uniform is a good sign. It often means your child has been exploring, creating, playing and learning with confidence.

I often tell parents that if a child comes home with green knees from the field or paint on their smock, it’s a badge of honor for a day well-spent.

Starting school is a journey

Starting a new school is a journey, but it is one children rarely take alone. With strong relationships, positivity and a little time, what begins as something unfamiliar soon becomes a place where your child feels happy, safe, confident and ready to learn.

At St Andrews International School S107, we understand that the first day is an important moment for the whole family. Our role is to help each child feel welcomed, supported and ready to take their next step with confidence.