Whole-School Wellbeing Policy

Document Version History

Glossary of Terms

Purpose of the Policy

At Providence English Private School (PEPS), the wellbeing of every member of our school community is an essential part of our educational purpose.

PEPS is committed to creating a safe, respectful, inclusive and supportive environment in which students and adults can learn, work, develop positive relationships and achieve their potential.

Our approach recognises that wellbeing is not limited to the absence of mental health difficulties. It includes the emotional, social, physical, mental, academic and relational aspects of an individual's life.

The school's 2023–2024 policy established a whole-school approach to positive mental health and wellbeing and recognised that wellbeing is the responsibility of the entire school community. This revised policy builds on that foundation and extends it into a broader whole-school wellbeing framework for 2026–2027.

This policy is designed to align with the SPEA Student Wellbeing Census, CIS standards of outstanding wellbeing and the Wellbeing performance standard within the UAE School Inspection Framework, and will be reviewed against any updated regulatory guidance issued by SPEA.

PEPS Definition of Wellbeing

At PEPS, wellbeing is understood as the extent to which individuals feel safe, valued, connected, healthy, supported and able to participate, learn, contribute and flourish.

Wellbeing is influenced by both the individual and the environment in which they live, learn and work. PEPS recognises six interconnected dimensions of wellbeing:

Policy Statement

At PEPS, we are committed to promoting the positive wellbeing of our whole school community, including:

• Students
• Teaching staff
• Non-teaching staff
• School leaders
• Parents and carers

We recognise that everyone experiences challenges at different stages of life and that individuals may require additional support at different times. We therefore aim to:

• create a caring, respectful and inclusive school culture;
• promote positive relationships and a sense of belonging;
• help students develop resilience and emotional literacy;
• provide opportunities for students to develop agency and responsibility;
• promote healthy physical and digital lifestyles;
• support academic confidence and healthy approaches to learning;
• identify emerging wellbeing concerns at an early stage;
• provide appropriate support and intervention;
• work collaboratively with parents and carers;
• support staff wellbeing;
• work with appropriate external professionals where required; and
• regularly review and improve our wellbeing provision.

Our approach is based on the principle that wellbeing is everyone's responsibility.

PEPS Whole-School Wellbeing Framework

PEPS will promote wellbeing through six interconnected areas:

Promoting a Positive Wellbeing Culture

PEPS will promote a mentally and physically healthy environment by:

• promoting the school's values;
• creating a strong sense of belonging;
• developing respectful relationships;
• celebrating academic and non-academic achievements;
• providing opportunities for responsibility and leadership;
• encouraging student voice;
• providing opportunities for reflection;
• promoting positive and restorative approaches to behaviour;
• providing access to appropriate support;
• promoting healthy lifestyles;
• promoting positive digital behaviours;
• providing opportunities for physical activity;
• recognising the importance of staff wellbeing;
• providing appropriate wellbeing education;
• reducing stigma associated with seeking help; and
• creating an environment in which individuals feel safe to express concerns.

A supportive ethos, restorative approaches to behaviour, positive relationships, emotional skills, resilience and an open culture around mental health remain central principles of this policy.

Wellbeing Through Teaching and Learning

Wellbeing education will be integrated into students' educational experience rather than treated as a separate activity. Appropriate wellbeing learning may be provided through:

• PSHE;
• pastoral programmes;
• assemblies;
• teaching activities;
• curriculum lessons;
• PE and physical activity;
• careers and guidance;
• enrichment activities;
• school campaigns;
• wellbeing events;
• student leadership activities; and
• age-appropriate discussions and activities.

Emotional and mental health learning is embedded within the developmental PSHE curriculum. The specific content and approach will be adapted to the developmental needs of each year group.

Student Voice, Agency and Leadership

PEPS recognises that students should not only receive wellbeing support but should also have an active role in shaping their own wellbeing and that of the school community. The school will provide opportunities for students to:

• express their views;
• communicate concerns;
• participate in decision-making;
• contribute to wellbeing initiatives;
• take leadership responsibilities;
• participate in student-led campaigns;
• support positive peer relationships;
• suggest improvements to the school environment; and
• develop confidence in seeking appropriate help.

Student voice may be gathered through existing school structures and activities, including anonymous channels where appropriate, without creating unnecessary additional administrative requirements.

Student Physical Wellbeing

PEPS will promote healthy physical development and lifestyle choices through:

• physical education and sport;
• opportunities for physical activity;
• healthy eating education;
• hydration;
• health and hygiene education;
• appropriate rest and recovery;
• health and safety education;
• awareness of healthy lifestyle choices; and
• access to appropriate health support through the school nurse and relevant staff.

Physical wellbeing will be promoted in ways that are appropriate to students' ages and developmental stages.

Digital Wellbeing

Recognising the significant role technology plays in students' lives, PEPS will promote responsible and healthy use of digital technology. Students will be supported to understand:

• responsible technology use;
• online safety;
• cyberbullying;
• respectful online communication;
• privacy and personal information;
• digital identity and digital footprints;
• appropriate use of social media;
• managing digital distractions;
• healthy relationships with technology;
• the relationship between device use, sleep and wellbeing;
• responsible use of artificial intelligence and digital tools; and
• how and where to seek help when online experiences negatively affect wellbeing.

Digital wellbeing will be addressed through appropriate curriculum, pastoral, safeguarding and behaviour provision.

Academic Wellbeing

PEPS recognises that academic experiences can significantly influence student wellbeing. The school will promote academic wellbeing by helping students:

• develop confidence as learners;
• set realistic and meaningful goals;
• develop effective study habits;
• manage workload;
• respond constructively to mistakes and setbacks;
• develop resilience;
• prepare appropriately for assessments and examinations;
• manage examination-related stress;
• make informed academic choices;
• prepare for transitions between year groups;
• make informed IGCSE and post-16 decisions; and
• understand that seeking academic support is a positive behaviour.

Teachers and pastoral staff will remain alert to significant changes in engagement, motivation, achievement or behaviour that may indicate a wellbeing concern.

Staff Wellbeing

PEPS recognises that staff wellbeing is fundamental to the wellbeing of students and the effectiveness of the school. The school will seek to promote staff wellbeing through:

• respectful professional relationships;
• supportive leadership;
• appropriate induction and orientation;
• opportunities for professional development;
• recognition of staff contributions;
• opportunities for collaboration;
• access to appropriate support;
• encouraging staff to communicate concerns;
• promoting reasonable approaches to workload;
• supporting staff during periods of increased professional pressure; and
• developing a culture in which seeking support is viewed positively.

All staff are encouraged to take reasonable responsibility for their own wellbeing and to seek support when required. Staff should also remain attentive to the wellbeing of colleagues and communicate concerns through appropriate leadership channels.

Inclusion and Wellbeing

PEPS recognises that inclusion and wellbeing are closely connected. The school will seek to ensure that wellbeing provision is accessible and appropriate for students with different:

• learning needs;
• abilities;
• communication needs;
• cultural backgrounds;
• language needs;
• social and emotional needs; and
• individual circumstances.

The Wellbeing Team will work with the Inclusion/Learning Support Team and relevant staff to ensure that appropriate adjustments and support are considered where necessary. This policy should be read alongside the school's Inclusion/SEND, Safeguarding and Child Protection, Anti-Bullying and Behaviour policies.

Transition and Change

Transitions and significant changes can affect wellbeing. PEPS will provide appropriate support during transitions, including:

• students joining the school;
• movement between key stages;
• transition from primary to secondary;
• transition into examination years;
• IGCSE subject choices;
• transition from Year 11 to post-16 pathways;
• students returning following extended absence;
• significant changes affecting individual students; and
• transition and induction of new staff.

Support may include orientation, communication with relevant staff and parents, pastoral check-ins, information sharing and additional monitoring where appropriate.

Roles and Responsibilities

Early Identification

PEPS recognises that early identification can prevent concerns from becoming more serious. All staff should remain alert to changes in:

• attendance;
• punctuality;
• relationships;
• engagement with learning;
• academic performance;
• behaviour;
• mood;
• social interaction;
• physical presentation;
• family circumstances;
• communication;
• participation;
• motivation; and
• general presentation.

Possible indicators of emotional or mental-health difficulty may include:

• significant withdrawal;
• changes in mood;
• changes in eating or sleeping patterns;
• persistent physical complaints;
• significant changes in behaviour;
• expressions of hopelessness or worthlessness;
• significant anxiety;
• discussion of self-harm or suicide; or
• other behaviours that cause reasonable concern.

All such concerns should be taken seriously.

Reporting and Referral

A simple referral pathway will operate within the school:

This pathway is informed by the triage approach involving SLT, teachers and the Wellbeing Team already used to determine appropriate support.

Targeted Support

Where universal wellbeing provision is insufficient, PEPS may provide targeted support for individual students or groups. Depending on need, this may include:

• pastoral support;
• individual check-ins;
• small-group support;
• emotional literacy activities;
• resilience activities;
• social skills support;
• counselling;
• social work support;
• learning support;
• inclusion support;
• relaxation and mindfulness activities;
• appropriate therapeutic activities;
• support following bereavement or significant change;
• behaviour support; and
• referral to external services.

This builds on existing provision including targeted group work, emotional support, wellbeing groups, ELSA-type support and therapeutic activities.

Specialist and External Support

Where a student's needs exceed the school's internal capacity, PEPS may work with appropriate external professionals and services. These may include, where available and appropriate:

• educational psychology services;
• counselling services;
• health services;
• child and family services;
• specialist mental-health services;
• family support services;
• behaviour support services; and
• other relevant professional services.

This builds on the school's existing collaboration with specialist services and external agencies. External referral will be undertaken in accordance with safeguarding, confidentiality, consent and relevant school procedures.

Confidentiality and Information Sharing

PEPS will respect the privacy of students, parents and staff when wellbeing concerns are discussed.

However, confidentiality cannot be guaranteed where information indicates that an individual may be at risk of harm or where safeguarding procedures require information to be shared.

Information will be shared appropriately with relevant staff and agencies on a need-to-know basis and in accordance with school procedures and applicable requirements, including the UAE Federal Personal Data Protection Law (Federal Decree-Law No. 45 of 2021).

Wellbeing records are retained, stored and disposed of in line with the school's data protection and records-retention procedures.

Staff should not promise absolute confidentiality to a student who discloses a serious wellbeing or safeguarding concern.

Working with Parents and Carers

PEPS recognises parents and carers as important partners in promoting student wellbeing. The school may provide:

• information about wellbeing;
• guidance on supporting children at home;
• information about topics covered through PSHE;
• workshops and presentations;
• guidance on examination and academic wellbeing;
• digital wellbeing guidance;
• information about healthy routines;
• signposting to appropriate external support; and
• opportunities for parents to communicate concerns.

Where a wellbeing concern is identified, parents/carers will normally be involved as appropriate. However, there may be circumstances, particularly those involving safeguarding, where information cannot be shared immediately or in the usual manner.

Wellbeing Activities and Events

PEPS will provide opportunities throughout the academic year to promote wellbeing. These may include:

• wellbeing activities;
• assemblies;
• PSHE activities;
• awareness campaigns;
• student leadership activities;
• physical activity initiatives;
• staff wellbeing activities;
• parent workshops;
• resilience activities;
• digital wellbeing education;
• examination wellbeing activities; and
• a dedicated wellbeing week or wellbeing-focused events.

Wellbeing activities will be planned according to the needs and priorities of the school community rather than being limited to a single annual event.

Staff Training and Professional Development

PEPS will provide appropriate awareness and professional development opportunities to help staff recognise and respond appropriately to wellbeing concerns. Training may include:

• understanding student wellbeing;
• recognising early warning signs;
• emotional literacy;
• resilience;
• supporting students experiencing anxiety or stress;
• safeguarding and wellbeing;
• responding appropriately to disclosures;
• digital wellbeing and online concerns;
• supporting students through transition;
• staff wellbeing; and
• appropriate referral procedures.

Regular staff training on recognising and responding to mental-health issues is required, with additional CPD provided where more specialist knowledge is needed. Training priorities will be determined according to the needs of the school and available resources.

Monitoring and Evaluation

PEPS will use a proportionate and manageable approach to monitoring wellbeing. The school will not require a separate complex wellbeing data-management system. The Wellbeing Lead/Wellbeing Team will:

Existing information such as attendance, behaviour, safeguarding concerns, referrals and feedback may be considered where it is already available through normal school systems. No additional data collection will be introduced unless it is considered necessary and proportionate.

Annual Wellbeing Action Plan

The Wellbeing Team, in consultation with SLT, will identify a manageable number of wellbeing priorities for each academic year. The action plan identifies the priority area, the planned action, the lead person or team, the timeframe for delivery, and the intended outcome. Priorities remain realistic and achievable within the school's available resources.

Links with Other School Policies

This policy should be read alongside relevant PEPS policies and procedures, including:

• Safeguarding and Child Protection Policy
• Anti-Bullying Policy
• Behaviour Policy
• Inclusion/SEND Policy
• Health and Safety Policy
• PSHE Curriculum/Policy
• Attendance Policy
• Digital/ICT Acceptable Use Policy
• Staff Code of Conduct
• Any relevant Staff Welfare/HR procedures

The 2023–2024 policy already identifies Safeguarding & Child Protection, Anti-Bullying and Behaviour, and Health & Safety as linked policies; this list has been extended for 2026–2027.

Policy Review

This policy will be reviewed annually by the Senior Leadership Team and Wellbeing Team. The review will consider:

• implementation during the academic year;
• feedback from relevant stakeholders;
• emerging wellbeing priorities;
• changes in school provision;
• effectiveness of support arrangements;
• relevant developments affecting school wellbeing practice; and
• priorities for the following academic year.

The policy may be reviewed earlier where significant changes occur.

Appendices

The following practical appendices accompany this policy, in place of the assessment-instrument appendices (Strengths and Difficulties Questionnaire, Emotional Literacy Scales, Wellness Lifestyle Assessment and Career Assessment Test) attached to the 2023–2024 version:

Approval

This policy was formally approved by the Principal on September 1, 2026. The signed original of this policy, including the full governance approval record, is retained by the school and is available on request.