Our Wellbeing Framework

Staff and student wellbeing is an integral part of the school culture at Dulwich International High School Programme Suzhou. It ensures that every member of our school community can thrive and flourish. Our ultimate goal is to encourage our students to contribute to the wider community in a positive way by developing character strengths and skills that enhance wellbeing. Dulwich International High School Programme Suzhou has a school-wide approach designed to nurture emotional literacy and increase self-awareness, both of which are key factors in finding a real purpose in life.

We firmly believe that academic preparedness and student wellbeing are two sides of the same coin. As a result, by instilling in our students the habits, skills and values that enable them to take full ownership of both their wellbeing and learning, they will find meaning and purpose earlier in life and be able to benefit from these skills throughout their education at Dulwich and beyond, in life in general. A proven strategy in overcoming mental health challenges is the development of both resilience and an overall sense of perspective. This is why, at Dulwich International High School Programme Suzhou, we are committed to equipping our students with the tools they need to develop a positive and purposeful outlook, via our positive schools' agenda and our emphasis on wellbeing.

The EiM Student Wellbeing Framework provides the best mechanism to capture the diverse requirements of a Wellbeing agenda articulated through both the taught curriculum and co-curricular programmes across schools at any age or stage of development.

EiM recently launched the newly created Student Wellbeing Framework. Sarah Tielman, Head of Dulwich International High School Programme Suzhou, Student Wellbeing Framework Lead, is positive about our group‘s commitment and practice:
"Everyone in the group is 100% committed to prioritising student wellbeing in each of our schools. Every school and every student is different, so we made sure that our new framework was descriptive, but not prescriptive. It was designed to give us a framework to talk about, audit and prioritise wellbeing for students, while allowing each school to tailor their approach to wellbeing according to the unique needs of their students and their community."