Hello!

These days of shared reflection with colleagues from four different European school systems have helped me to better understand what is perhaps a teaching bias that teachers can sometimes fall into. We talk about well-being at school as if it were a break from “doing school”, but in reality it is at the heart of the job.
Children feel good and really learn when they feel that school is theirs too, when they can choose, make suggestions, really count and have reliable role models. Before projects, we need to give space, trust and meaning. Teachers take on the role of builders of the future; a paradigm shift in which the “I” meets the “you”, rejecting the idea that the other is only a tool for my personal fulfilment. Well-being is not about making them relax, but about making them grow with curiosity and awareness. That is where learning becomes a living experience — and we teachers stop being mere transmitters and become part of a shared journey. Sharing our experiences as teachers allows us to see the big picture and, at the same time, realise that the challenges we face — motivation, inclusion, well-being — are never just “ours”.
Seeing how other education systems address them helps us break out of our habits and question what we take for granted.

Well-being is about a holistic approach that includes the three pillars of physical, mental, and social health. Some parts, such as the physical dimension, can be easier to work with than, for example, the social dimension. It is fully possible to focus on just one area – one does not exclude the other. However, many areas overlap, and one initiative can easily inspire work in the others.

You can decide for yourself how much time and engagement you want to invest. I recommend starting with an activity within an area you personally feel interested in. This makes it easier to keep track of, follow up on, and inspire others. And when more people become engaged, it becomes easier to move the work forward and establish well-being as a recurring part of school life.
We worked with well-being on quite a large scale. Our process was first to inform colleagues about the project’s idea – its purpose, why we felt it was important, and what/when/how we planned to work. They then tested activities with their students, and we held regular follow-up meetings to discuss challenges, successes, and future approaches.

We have also tried smaller activities carried out more individually, so there is no single “right” or “wrong” way to work with well-being.

Dear Colleagues,

We are united not only by our profession but also by our faith in people. Every day we come to the classroom to spark curiosity, to inspire, to help children begin to believe in themselves, and to care for their well-being.

Children’s well-being at school is not simply an additional task—it is the foundation of everything we do. Every child needs to feel respected, heard, and at peace. Our everyday actions are small steps toward kindness and support; they can transform the atmosphere of the school, the classroom, and each child’s life.

May every school in the world be a place where children feel comfortable being themselves and being with others—where care, respect, and joy are an essential part of education.

Children’s well-being is not only a goal; it is a journey we all take together!
Best regards,

Dear colleagues,

I just wanted to share a few thoughts on why working with well-being is so important when teaching children of all ages in general, this after having the opportunity to be involved in the BRIDGE-project of physical, social and mental well-being.

I teach students between 13-15/16 years old and I, as well as anyone teaching this age, am well aware of the teenage years being tough for, more or less, every student. There’s a lot going on emotionally, socially, and mentally. If we take time to focus on well-being in the classroom, we’re helping students feel safe, supported and more confident. We as teachers, are the ones who spend many hours a day with these children helping them navigate through this complex and very formative period of their lives. The right environment makes a big difference. It helps students concentrate better, build relationships, feel more motivated to learn and therefore also boost their learning.

It’s also about giving them tools for life—like how to handle stress and understand their emotions. The creation of a toolbox that the aim of this BRIDGE-project has been, a toolbox for teachers to use in this very important work with students, is very helpful, easily used and accessible. Just pick and choose the tool and from which box, physical, mental or social, depending on what you want to emphasize in a particular group. The skills which are practiced are skills that not only help them in school but in their everyday life too.

So, working with well-being is really an investment in our students’ future and it can make your classroom a better place to be!

Dear Colleagues,

I hope this message finds you well. I wanted to share a brief reflection on something I believe is central to our work as teachers: the importance of recognizing and nurturing our students’ overall well-being, not only physically, but also mentally and socially.

When we pay attention to our students’ holistic development, we create a classroom environment where they feel safe, valued, and motivated to learn. This positive atmosphere also enhances our own sense of fulfilment and balance as educators. The well-being of our students and our own professional satisfaction are deeply connected.

Warm regards,

Dear colleague,
Ours is a profession that comes from the depths of our hearts and our souls. Growing up, in my studies, I always met teachers who were a source of inspiration and admiration for me. Their passion has always been clear before my eyes as a student and now I myself try to convey all of this to my students. Our school and our students, as well as the world around us, are constantly changing, but our motivation has remained unchanged. Our society pushes young people towards a strong sense of frustration and often wrong ideals/values. Now more than ever, what is required of us is not only to impart knowledge about the subjects we teach, but to be for our students "guides" of good practices to have in the various situations that life presents us. Our students need to be listened to, understood, and given positive input to thrive on their growth journey. This project helped me meet teachers from other countries and researchers who are committed to promoting development for school well-being in every aspect. I'm grateful for what I learned and for the experiences I had; after all, you never stop learning! The exchange of ideas and knowledge, the curiosity to discover new strategies, challenging ourselves by stepping out of our comfort zone are what make us good teachers.

Dear Colleagues,

A teacher’s well-being is not merely a private matter—it directly affects the students’ emotional environment and their ability to learn. A healthy, motivated, and valued teacher can create a classroom where students feel safe, accepted, and inspired.

A teacher who feels well themselves can foster a positive, safe, and supportive environment for students, which in turn enhances their well-being too. Student well-being is the foundation of education. Only when a student feels well—emotionally, physically, and socially—can they truly learn and develop. Therefore, it is essential that the entire educational environment—teachers, families, and schools—work together to promote this well-being.

Best regards,

Dear Colleagues,

Children’s well-being is the feeling that they are noticed, understood, and accepted at school. It means safety, a sense of belonging, and confidence that their thoughts matter. In a school where care and respect prevail, children learn with joy, dare to make mistakes, and believe in themselves. Small everyday gestures – a smile, encouragement, or an interested conversation – help a child feel seen and appreciated. Well-being is not just a project; it is an attitude. It begins with our willingness to create an environment where every child feels safe and happy to grow. Because a happy child learns with joy, and a joyful school inspires everyone.

Best regards,

A letter for you, teacher

Hello, my friend. How is it going? Are you new to teaching?
I am not, so if you don’t mind, I’ll recommend you something you can keep in mind while teaching, or more in general, while approaching to kids.
I travelled until the polar circle to meet many other teachers and discuss how to give the students wellbeing and self confidence at school; all the group has many years of experience in teaching and many ideas came out.
What I can tell you, my dear friend, is a mandatory verb: listen. On so many ways kids feel un listened and tent to feel alone for that reason. This is one useful tip you can take with you anytime you get into a classroom: listen to them and make them feel comprehended.

Another important tip I can give you, my appreciated mate, is to be honest, to be true, to never forget to let them express themselves in a true and honest way. Let them tell you what they think, even if sometimes, or many times, it won’t be very wonderful to you.

Last but not least, my future dear colleague, one of the most important thing you can do with your students is to step back and start letting them shine on: invert the process, let them be your teachers.

That’s it my precious friend. Keep your ears wide open and lend your helping hand, but be discrete: kids always come first.
Yours truly.

Dear Colleagues,

Our common goal is to build a resilient and inclusive general education school where every student and teacher feels safe, valued, and motivated to grow. In this context, special attention should be given to the theme of our project: “Building a resilient general education school through an integrated and empowering approach to well-being at school.”

This theme invites us to reflect on and improve our professional practice by exploring ways in which the learning process, school environment, and collaboration can simultaneously strengthen the well-being of both students and teachers. Well-being is not just an emotional aspect—it is also a prerequisite for learning motivation, academic achievement, and the school’s resilience in times of change.

Therefore, I encourage each of us to:

• Focus actively on developing our professional competence in this area
• Share experiences with colleagues about successful practices that promote a positive and supportive learning environment
• Evaluate and improve both our teaching style and our communication with students and colleagues, so that our daily work at school becomes increasingly aligned with the principles of well-being

Only by jointly creating an integrated and empowering approach can we ensure that our school becomes a place where learning is pleasant, safe, and meaningful—for our students and for ourselves. Best regards,

Dear Colleagues,

As teachers,we have the profound privilege-and responsibility-to shape not only the minds but also the hearts and souls of our students.Every day we see how much more students can thrive when they feel valued,understood and supported.

Academic success flourishes most where well-being is prioirtized.It’s necessary to create such atmosphere at school where every student feels seen,respected and encouraged to express themselves.We can do it every day using different strategies that meet different needs.

Integrating moments of joy into the lessons,thinking about students’ feelings can make a difference.Let us remind ourselves,that behind every test,every assigment,is a human being navigating life’s challenges.

Together,we can model kindness,resillience and balance-showing students that learning and well-being go hand in hand.

Let’s keep inspiring one another to nurture not only knowledgeable students but also healthy, happy, and compassionate individuals. Best regards,

Dear colleague and “Well Being Seeker”, if you are reading this letter it means that you are looking for something useful to have better results in terms of your and your students’ Social Mental and Physical Well Being. I ‘ve decided to be part of this BRIDGE project for the same reason. !I’ve been teaching for a long time and struggled a lot to be a good teacher in my multicultural school . I love my job and one of the things I like most is when my students say ”Thank you prof!” because they feel listened to and accepted for what they are because they have the possibility to freely express themselves. Education is a big challenge a teacher can maybe “win” only if the priority is students ’well being and not only their academical results. Well being at school is essential to develop knowledge in a positive environment. A school is a place where students learn to know themselves and the others, create good relations, learn how to manage stress and grow though learning new contents but also developing their personality. ”When educating the minds of our youth, we must not forget to educate their hearts(Dalai Lama) . Some strategies can definitely help to develop a good learning environment and when students are interested in things it’s easier to improve their motivation to do them and to be successful at them. If they know themselves better and can focus on what they want, they will be happier at school and in their life without feeling under pressure to be what others want them to be