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SOCIAL EMOTIONAL LEARNING & MINDFULNESS

All schools attempt to develop the intellectual and physical growth of the child, yet an equally critical facet of childhood development—one that is all too often overlooked in schools—is the inner well-being of the child. Effective social and emotional development reaps important benefits for students, including greater academic success, fewer behavioural issues, enhanced physical and emotional well-being, and improved peer and family relationships. There is a rigorous body of scientific evidence demonstrating the benefits of Social and Emotional Learning (SEL). Studies have consistently demonstrated that SEL not only enhances the Emotional Quotient (EQ) factors, but also improves academic performance (CASEL). With the support of both our Counsellors and our Head of Mindfulness, UWCT integrates key SEL and Mindfulness-based practices into everyday teaching in order to establish a supportive and positive classroom climate.

With Mindfulness, students learn to give themselves the breathing room they require to take in what’s happening in and around them, see it more clearly through a positive lens, and react more intentionally. By being curious about, and attending to, present moment experiences; students learn about their reactions, patterns, and themselves. They begin to understand that they have a choice and can take space to respond rather than react to everyday stresses. Mindfulness also supports students in developing self-compassion and compassion for others.

Ultimately, we aspire to cultivate a learning environment where our entire community is supported in their positive emotional development, critical thinking, resilience, and overall well-being.UWC Thailand International School incorporates SEL and Mindfulness into the school day in a variety of ways.

Wellness wheel

This tool, designed by UWCT, helps to explicitly develop emotional intelligence and a mindful way of being by using the Learner Profile as a lens for goal setting and self-reflection for both teachers and students.

DAILY TIME-IN

Daily quiet time for students and teachers to engage in secularised Mindfulness practices. This is an opportunity for students and staff to calm and ground their minds and bodies shifting out of “thinking mode” into a “sensing mode” of mind—establishing balance between “doing” and “being.” This sensing mode of inquiry helps to ground us, enhancing our ability to then engage with a calmer, clearer perspective of what’s happening within, to, and around us.

conflict resolution & Council

Explicit skill development in emotional literacy, self-regulation, peer relations, and problem solving are included in our wellness education programme. With active listening, students engage in the community building practice of Council, a structured process where students and teachers take turns sharing and listening based on a variety of prompts. This structured process encourages meaningful and honest communication in a group.
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