Nurturing Wellbeing
Wellbeing is at the very core of our educational philosophy. In Lower School, we strive to create a caring environment that promotes physical, emotional, and mental health.
This involves acknowledging the importance of self-care, setting boundaries, and engaging in activities that challenge, bring joy and fulfilment. Wellbeing is taught, practiced, and modelled, so our students can grow resilience, build strong relationships, and develop a greater sense of self-worth.
We understand that nurturing wellbeing at school is crucial for students’ overall development and academic success. This is achieved through a range of strategies, including providing mental health resources, promoting positive relationships between students and teachers, and encouraging physical activity and outdoor learning.
Additionally, incorporating mindfulness and self-care practices into the school day, such as movement breaks and access to calm and quiet spaces, can help students develop healthy coping mechanisms and reduce stress and anxiety. In Lower school, our teachers create a supportive and inclusive environment that fosters students’ social, emotional, and academic growth.
Everyone welcomed me when I was new to ACS. I know who to go to if I am worried or have a problem. I know I can always find someone that can help me.
Wellbeing commitments
Inclusive and collaborative
A culture of support
Physical wellbeing
Emotional wellbeing
Wellbeing
Hub
PSHE
At ACS Egham we believe that Personal, Social, Health, and Economic Education (PSHE) is fundamental in shaping compassionate, confident, and responsible individuals. Our PSHE programme fosters a holistic approach, integrating character development, wellbeing, and life skills, all while promoting our ACS values in every aspect of learning. Together, we nurture confident, empathetic individuals who are prepared to face the future with resilience and a sense of purpose.
We can achieve this by integrating PSHE across multiple disciplines, whole cohort assemblies, and PSHE classes which take place once every ten days. Below is an outline of our caurriculum across each of our grade levels:
| Grade | Mental Health/Wellbeing | Living in the Wider World | Relationships |
|---|---|---|---|
| 1 | Feelings; | Media literacy and digital resilience; Belonging. | Families and friendships; Respect |
| Healthy choices and balanced routines. | Safe and healthy relationships | ||
| 2 | Personal strengths and achievements; | Media literacy, digital resilience; | Families and friendships; |
| Respecting our differences; | Communities, rules and rights | Respecting ourselves and others - consents & permissions | |
| 3 | Growing and changing; | Media Literacy and digital resilience; | Safe and healthy relationships |
| Physical health and hygiene | Money and work; Keeping safe | ||
| 4 | Growing and changing; | Who We Are; | How We Organise Ourselves; |
| Personal hygiene | Online safety | Belonging to a community | |
| 5 | Mental Health, anti-bullying, neurodiversity | Financial Literacy | Puberty, sex education, consent |
| 6 | Transition and safety; Health and Puberty | Developing study and organizational skills, financial decision making | Respecting Diversity and Building Healthy Friendships |
| 7 | Emotional Wellbeing | Community and Careers | Discrimination, Identity and Relationships |
| Drugs and Alcohol | |||
| 8 | Peer Influence: substance use and gangs | Setting Goals Employability skills | Respectful Relationships |
| Healthy lifestyle | Intimate Relationships | ||
| 9 | Mental Health and Exploring Influences | Financial Decision Making; and Work Experience | Healthy Relationships; Addressing Extremism and Radicalisation |
| 10 | Building for the Future and Independence | Next steps, future academics | Communication in Relationships and Families |
