AIA Malaysia’s Post

🎙 What do we talk about when we talk about students’ wellbeing? This is the main question that the Wellbeing Research Centre helped the International Baccalaureate to answer in their foundational research project about wellbeing in schools. Listen to Jennifer Merriman, PhD and Dr Nicole Bien summarize this project: ¨One of their biggest insights is that there is “no trade-off to be had between wellbeing and academic performance”. 🎙Listen also about new research that the International Baccalaureate is doing in partnership with Wellbeing Research Centre and other organizations like HundrEDorg, Harvard Human Flourishing Program, Research Schools International. 🔍 Whereas teachers and researchers agree that wellbeing is complex and different ´wellbeing-s´ intersect to provide children good learning conditions, teachers from different parts of the world tell me (Senegal, Luxembourg, Bali, Sweden), that depending on the context one aspect might become more salient than the other.   🔴 Mamadou Diakhate working in deprived primary schools in Senegal, witnesses everyday how wellbeing needs to start by assuring that schools provide the most basic sanitary and security conditions.   ⚫ Indeed, Charlotte Hankin´s extensive experience in primary schools, in different contexts show that cognitive, emotional, physical, and social are tightly interconnected (and also how students´s wellbeing does not happen in isolation with their learning community and natural environment). The IB research on wellbeing in school contexts is also exploring the interconnectedness of these components   🔵 Ingrid Delange, who has worked in international schools in Asia and Europe, tell us how classroom routines that highlight gratitude, emotional and cognitive engagement with the lessons, have proven useful to foster students wellbeing in the classroom   🔴 Also Yvette Larsson, who created a whole school well-being program called Move and Learn, at the PYP at the International School of Helsingborg, and is now on a quest to implement the program in the MYP, where she currently works. Move and Learn is submitted to the HundrEDorg innovation accelerator BOLD Jacobs Foundation Blanca Medrano Durbán Nina (Maria Luisa) Alonso Storythings

On 12 Aug 2024, we had signed a Memorandum of Understanding (MOU) with the National University of Singapore (NUS) to strengthen health promotion amongst NUS staff and students. This was held earlier at NUS’ WellNUS space. Signatories were Dr.  Andrew Tay, Chief Wellbeing Officer at NUS and Vasuki Utravathy, HPB School Health and Outreach  Director.   The collaboration between the Health Promotion Board (HPB) and NUS has evolved into a robust partnership aimed at enhancing health promotion initiatives for the NUS community. What began with HPB offering health programmes to benefit NUS students and staff has now culminated in a structured programming. The MOU signifies a deeper collaboration, with both parties committing to support students and staff in the Institute of Higher Learning. This involves the sharing of data, ensuring comprehensive support for student and staff leaders, enhancing programme coordination, and facilitating targeted interventions for specific student segments.   The collaboration outlines specific areas of focus for the parties, emphasizing the importance of data sharing to further the purpose of supporting student and staff engagement in various health-related topics. These include mental wellbeing, nutrition, substance abuse, physical activity, and screen time. Additionally, the collaboration aims to review and provide a baseline bundle of programmes to support students in leading healthier lifestyles. Coordination between the agencies is also highlighted, focusing on the development, implementation, and review of health-promoting programmes to ensure their suitability, effectiveness, quality, and periodic refreshment for different student segments. Furthermore, the collaboration involves working closely with NUS' Health and Wellbeing Unit to reach out to identified student segments and refer them to relevant programmes and targeted interventions. The involvement of student bodies, residential halls, and interest groups such as the NUS Student Union (NUSSU) is also emphasized for the promotion and customized outreach of health programmes, ensuring that programmes for students are up to date, available, and accessible, including peer support and engagement.   In summary, the strategic collaboration between HPB and NUS, represents a comprehensive and concerted effort to strengthen health promotion amongst NUS students and staff. This collaborative approach underscores the shared commitment to promoting a culture of health and wellbeing within the NUS community.

#EducationSciencesMDPI open access article: “An Integrative Systematic Approach to Supporting Student Wellness: An Applied Case Example” by Kristy L. Brann, Mark Gallagher, Amity Noltemeyer and Kyle Bush. Full #openaccess article: https://lnkd.in/dg6xejiq #Education #MDPI #EducationSciences

Higher education can slow down the aging process and lower the risk of death. Learn how two additional years of schooling can make a significant difference and if going back to school could be a good option for you. #health #wellness #education #learning #highered https://lnkd.in/eJjMgPsm

📣 Thrilled to announce our upcoming book, “Advancing Wellbeing through a Systems Approach: The Power of Universities as Agents of Change to Promote Human and Planetary Health,” a result of almost two years’ collaboration with global health promotion experts, soon to be published by the University of Toronto Press. Featuring chapters on health promotion, collaborative leadership, Indigenous wellbeing, equity, student health, and more, it’s a comprehensive guide for transforming universities into agents of human and planetary health. 🌎 Here are the chapter titles/authors: 📖 Introduction: The Health Promotion Initiative Chad London (University of Saskatchewan) Chapter 1. Laying the Foundations for the Health Promoting Universities Movement Matt Dolf (University of British Columbia), and Mark Dooris (University of Central Lancashire) Chapter 2. Collaborative Leadership and its Role in Whole Systems Approaches Vicki Squires, Chad London, and Olena Shakhova (University of Saskatchewan) Chapter 3. What gets treasured, gets measured? Considering the role of a common health and wellbeing assessment tool for Canadian post-secondary settings Guy Faulkner, Caroline Wu, Kelly Wunderlich, and Michael Fang (University of British Columbia) Chapter 4. Supporting Indigenous Peoples’ Wellbeing on University Campuses Heather J. A. Foulds and Leah J. Ferguson (University of Saskatchewan) Chapter 5. Promoting Equity Diversity Inclusion (EDI) - Through Strategic Planning Maha Kumaran, Suresh Kalagnanam (University of Saskatchewan) Chapter 6. The Student Health Imperative: Elevating Student Health as a Prime Directive of Student Affairs Ainsley Carry, Ed.D., MBA, MSL (University of British Columbia) Chapter 7. Is that Our Responsibility? The Role of Academic Units in Campus Wellbeing Chad London (University of Saskatchewan) & Tanya Forneris (University of British Columbia) Chapter 8. Promoting Food Security for Postsecondary Students Sara Kozicky (University of British Columbia), Vanessa Cunningham (University of Guelph), Min-Jung Kim (University of British Columbia), Sam Laban (University of Guelph), and Philip A. Loring (University of Guelph) Chapter 9. Advancing Workplace Wellbeing within Higher Education Settings Crystal Hutchinson, Natasha Malloff, and Alicia Hibbert (University of British Columbia) Chapter 10. Wellbeing by Design: Creating a University Built Environment to Advance Wellbeing and Sustainable Outcomes C. Oliver Tacto (Maryville University of Saint Louis) Chapter 11. Considerations for Developing a Healthy Campus Model: Adoption, Formulation, Implementation, and Evaluation Chad London & Vicki Squires (University of Saskatchewan) Chapter 12. The Future of Health Promotion: Moving from Local and National to Global Wellbeing Vicki Squires (University of Saskatchewan) Stay tuned for the launch details and a huge thank you for being on this journey with us!

A recent article in the Journal of The Chartered College of Teaching is worth sharing and emphasises the strong link between student wellbeing and academic success, highlighting the need for a holistic, whole-school approach. The authors Penelope Woolf, Ariel Lindorff, and Jane Digby share extensive evidence showing that promoting student wellbeing can lead to improved academic performance as well as enhanced mental health, self-esteem, and motivation. The article also highlights that the success of these initiatives is heavily dependent on effective implementation, requiring ongoing commitment, leadership support, sufficient resources, and integration into daily routines. Key Effective Strategies for Wellbeing identified to effectively promote student wellbeing include: The need for tailored initiatives - It is crucial to adapt policies to meet the specific needs of the school community. This ensures that wellbeing initiatives are relevant and effective. Ensuring an integrated approach - Wellbeing should be embedded into every aspect of the student experience, from classroom activities to the overall school culture. Fostering Community Engagement - Involving students, parents, and the wider community in wellbeing efforts fosters a supportive environment both within and outside the school. The importance of professional development - Training staff to recognise and support student mental health and wellbeing equips educators with the necessary skills to make a positive impact. Effective monitoring and evaluation are key: Tracking the impact of wellbeing programmes and using data to continuously improve strategies is essential for sustained success. Providing Resource to support: Allocating resources effectively to support wellbeing programmes ensures that initiatives are well-funded and sustainable. The article highlights promoting student wellbeing is an ongoing effort requiring dedication and a comprehensive approach. By focusing on these strategies, schools can create environments where students are more likely to succeed both academically and personally. https://lnkd.in/eRPnX8DJ. These insights can help educational institutions develop and sustain effective wellbeing initiatives, ensuring that all students have the opportunity to thrive. Connex Education Academy are approved DfE providers of Senior Mental Health Lead Training. #seniormentalhealthtraining #studentwellbeing

Over the remaining 15 days of November, I plan to spotlight a journal paper I have either sole or co-authored that has been accepted/published in either 2022 or 2023. As a side note, I have 24 manuscripts that could qualify here, so not all will get featured on this occasion. Three motivations for doing this: 1. It will enable me to share some of my work with a broader audience - helping to bridge academia and industry. 2. It will help me to showcase some of the fantastic people I have collaborated with across the globe. 3. I finish work-related activities for 2023 on 30th November, so this serves as my 15-day countdown to a much-needed break! Day 1 of 15 'Subjective Wellbeing among University Students and Recent Graduates: Evidence from the United Kingdom' co-authored with one of my academic heroes, Professor Denise Jackson, the leading expert in my view on all things work-integrated learning, based in Perth, Australia. Denise has also written the forward for my new book and I've been so grateful for her support over the last couple of years. Very much one of the greats of the profession. Abstract: This study compares students’ and recent graduates’ perceptions of their subjective wellbeing and offers support mechanisms and resources to enhance wellbeing in higher education. Survey data were collected in September 2021 from 414 UK-based higher education students and recent graduates on their self-perceived subjective wellbeing in March 2020 (before COVID-19 regulations restrictions) and September 2021 (18 months later). Findings showed that subjective wellbeing scores fell for almost three-quarters of university students and recent graduates between March 2020 and September 2021. Interestingly, around one-fifth of participants reported increased subjective wellbeing scores whilst the remaining participants reported no impact. Positive impacts of the pandemic included opportunities for self-improvement with more free time for focusing on health and relationships. Adverse outcomes included feelings of isolation, reduced mental and physical health, difficulties undertaking degree studies and work, travel restrictions, and concerns for labour market competitiveness. The study advances the application of the conservation of resources theory and identifies strategies for higher education institutions to better support and improve their students’ and future graduates’ subjective wellbeing. Strategies include access to counselling, mindfulness, opportunities for participation in hobbies, interaction with peers, flexible work and study options, and guidance on career and finances. To cite: Donald, W. E. & Jackson, D. (2022). Subjective Wellbeing among University Students and Recent Graduates: Evidence from the United Kingdom. International Journal of Environmental Research and Public Health, 19(11), a.6911. DOI: 10.3390/ijerph19116911. Access for free here: https://lnkd.in/eiPKTuEB

Groundbreaking Program Aligns Students, Teachers, and Parents to Support Physical Activity in Classrooms (Vancouver and Canmore, Aug 9, 2024) — In an exciting development aimed at revolutionizing health education, a groundbreaking program has been launched that aligns students, teachers, and parents to support physical activity within classrooms. This joint venture brings together the combined missions of CHFI (Canadian Health and Fitness Institute) and GoGet.Fit, creating an alliance to foster holistic wellness among Canadians. Recognizing the classroom as the environment for initiating change, this program directly responds to the call by the Minister, who emphasizes the classroom's critical role in shaping the future of health in Canada. By targeting this key locale, the initiative is set to create a lasting impact on the health and fitness of students nationwide. The collaboration is designed to promote CHFI's commitment to advancing health and fitness education, while also supporting GoGet.Fit’s mission to enhance national well-being. Together, these organizations are uniting the worlds of medicine, technology, and physical, mental, and spiritual health to provide a comprehensive approach to health and fitness. “We at CHFI are delighted at this new joint venture with GoGetFit,” says John Weston, President of CHFI. “For years, I have worried about the eroding of individuals’ health, especially as I’ve seen young people bedevilled by the increase of screen time. Physical literacy has declined and health-span has declined. GoGetFit represents a bold, practical way to put physical activity squarely into the lives of young people, building in that golden nugget of accountability.” "As CEO of GoGet.Fit (GGF), I am thrilled to announce a key partnership with the Canadian Health and Fitness Institute (CHFI) that will improve the health of hundreds of thousands of Canadians over the coming 24 months” says, Peter Rawlek, Founder of GoGet.Fit. “This collaboration will not only allow us to extend our reach, impacting hundreds of thousands of students nationwide through CHFI’s extensive distribution channels. Together, we are also committed to empowering less-active Canadians remote and local, ensuring they leave their healthcare encounters with the behavioural tools and support they need to take control of their active health journey from day one.” For more information about the program or to get involved, please visit CHFI.fit or GoGet.fit. About CHFI: The Canadian Health and Fitness Institute (CHFI) inspires Active Citizenship to enhance the physical, mental, and spiritual health of all Canadians to Make Canada the Fittest Nation on Earth by December 31, 2030. About GoGetFit: GoGet.fit is a digital health company that supports healthier and more active lifestyles. GoGet.Fit uses the latest in proven behavioural science to empower people to take control of their health for life.