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General Overview:

•  At Roots Education, we place student well-being at the heart of our mission. We believe that every child deserves a safe, caring, and inspirational environment that supports not only academic success but also personal and social growth. Our approach to wellbeing and school social work is built on strong collaboration among the school, the family, and the wider community. Safeguarding and child protection are our highest priorities: we are committed to providing a safe and supportive environment in which every child feels secure, valued, and respected.

Well-being Purpose:

• To formalize our commitment to student wellbeing, social work support, and child protection in one integrated framework.
• To provide clarity about how we will support students across mental, emotional, academic, social, and physical domains.
• To define the roles, responsibilities, and accountability of all stakeholders (staff, students, social workers, families).
• To ensure coherence, consistency, and transparency in how well-being and social work practices are implemented across Roots Education.

Well-being Scope:

• All students at Roots Education (across all grades and levels).
• All school staff — teachers, administrative staff, support staff, counselling & social work teams.
• All school-sponsored activities — academic classes, extracurricular programming, pastoral care, school events, and any interaction related to students.
• Engagements between the school and families, and also with external agencies (health, mental health, social services) when necessary.

Well-being Principles:

1. Student-centeredness: Listening to students’ voices, respecting their individuality, and placing their needs at the core.
2. Prevention & Early Intervention: Identifying issues early and intervening before they escalate.
3. Holistic Development: Recognizing that mental, emotional, physical, social, and academic growth are interdependent.
4. Professionalism & Ethical Practice: Delivering services by trained professionals (social workers, counsellors) who adhere to ethical standards, confidentiality, and integrity.
5. Collaboration & Partnership: Engaging with students, parents, staff, and external professionals to work together for student welfare.
6. Continuous Improvement: Routinely monitoring, evaluating, and refining our practices to remain effective and responsive.

Well-being Outline:

• Mental =  Professional counselling services; staff training to identify signs of distress; referral pathways for more serious needs. 
• Emotional =  SEL programs, emotional regulation support, safe spaces, peer support, conflict resolution. 
• Professional  =  Ongoing monitoring of academic progress, personalized academic support plans, constructive feedback, and goal setting. 
• Physical =  Health education, sports/physical activity programs, promotion of nutrition and rest, and health checks.

Well-being Services :

• Counselling & Social Work Services: Our team offers individual case work, group sessions, crisis intervention, and follow-up support.
• Personalized Support Plans: Developed for students who require tailored support; reviewed periodically to track progress and make adjustments.
• Academic Monitoring & Follow-Up: Collaborative monitoring by teachers, social workers, and counsellors to identify students needing help; early interventions offered.
• Social & Emotional Learning (SEL): Curriculum or dedicated time for students to develop competencies in empathy, resilience, problem-solving, and emotional awareness.
• Character Education: In partnership with the Character Education Department, students are guided to embody values like kindness, responsibility, honesty, teamwork.
• Listening & Caring Culture: Students are given multiple safe channels to voice thoughts, concerns, and achievements. Staff are trained in active listening and respectful responses.
• School-Home Partnerships: Families are integral partners. We maintain communication, engage them in support plans, and guide reinforcing wellbeing at home.
• Co-curricular & Group Activities: Clubs, interest groups, peer mentoring to foster belonging, social connection, and student leadership.
   

Well-being Approach:

• Case Work (Individual): One-on-one interventions tailored to the student’s context and needs.
• Group Work: Facilitated group support, peer groups, workshops.
• Community Organization / Engagement: Involving families, school structures, and the external community in supporting the student.

• Social workers may assume varied roles (Enabler, Broker, Advocate, Mediator, Negotiator, Educator, Researcher, Mobilizer, Outreach Worker, Facilitator, Public Speaker).

When addressing problems, approaches may include: prevention, early intervention, using the scientific method (i.e., study, plan, implement, evaluate), avoiding denial or impulsive reaction, and combining methods thoughtfully in each case.

Well-being Policy:

• Staff must treat students, parents, and colleagues with respect, fairness, and professionalism at all times.
• Staff are expected to model the school’s values of wellbeing, empathy, integrity, and kindness.
• Staff should maintain professional boundaries with students — in person and online.
• Staff are required to maintain the confidentiality of student wellbeing, academic, or social work information, sharing only when necessary under safeguarding or legal requirements.
• Staff must complete their duties punctually: sessions, meetings, follow-ups, and feedback.
• Staff should actively listen to students’ concerns, validate their feelings, and refer them to appropriate wellbeing/social work support when needed.
• Staff should monitor student progress, including attending to early warning signs of distress, mental health, or academic difficulties.
• Staff must follow the school’s safeguarding, child protection, and reporting procedures.
• Staff should work in collaboration with parents, the well-being/social work team, and other relevant external professionals to support student welfare.
• Staff should maintain their own well-being: seek support, use professional development opportunities, balance workload, and contribute to a positive and supportive staff environment.
• Students should treat all members of the school community (staff, peers, parents) with respect, kindness, and courtesy.
• Students must attend school daily (unless a valid excuse) and arrive on time, ready to learn.
• Students are expected to follow instructions from staff and engage positively in class/wellbeing/support sessions.
• Students should behave safely and responsibly: no bullying, harassment, or behaviour that endangers themselves or others.
• Students should respect the school environment, including property, materials, and spaces (classrooms, wellbeing spaces, common areas).
• Students must maintain confidentiality in matters shared in counselling or support settings, unless there is a risk of harm.
• Students should speak up about their needs, ask for help when they need it, and participate in wellbeing or social-emotional learning activities.
• Students should adhere to the school’s dress/uniform code (if applicable), hygiene standards, and materials requirements.
• Students should show responsibility for their learning: do homework, projects, review feedback, and strive to meet goals set in personalized support plans.
• Students must follow digital/online safety guidelines (safe use of devices, appropriate behaviour online, respecting privacy).
• Parents must ensure their child attends school regularly and arrives on time.
• Parents should support their child’s learning at home, checking homework and reviewing classroom lessons.
• Parents are requested to read and respond to communications from the school (emails, notices, almanacs) promptly.
• Parents should behave respectfully toward all school staff, students, and other parents. Abusive language or behaviour will not be tolerated.
• Parents should provide accurate and up-to-date information (contact details, medical info, etc.).
• Parents must respect school policies (uniform, code of conduct, attendance, well-being/support plans) and help reinforce them at home.
• Parents are encouraged to communicate concerns or feedback via the proper channels — making an appointment rather than impromptu visits or confrontational approaches.
• Parents should partner in their child’s wellbeing: supporting emotional/mental health conversations, and respecting confidentiality when needed.
• Parents should ensure their child has what they need for school (materials, proper rest, nutritious food) to support wellbeing and academic success.
• Parents should attend scheduled meetings (parents-teacher conferences, wellbeing or support meetings) or notify in advance if unable to do so.