FAQs - Wellbeing

Any learner can benefit from the structured activities in IDL Wellbeing although those with identified needs will find it the most effective. Studies have shown a strong link between emotional resilience and academic achievement as well as the detrimental effects of stress upon working memory and retention. By improving emotional awareness and equipping learners with the tools to self-regulate, schools have reported dramatic improvements in academic engagement.

Wellbeing represents a wide range of tools for developing emotional intelligence, resilience and general mental health to meet the objectives laid out in the National Curriculum. Further detail regarding our methodology and reasoning can be accessed via the Teacher Portal.

We advise that learners use the application in their own time/within class for up to an hour a week. It is recommended that these sessions be broken down into 10-15-minute-long sessions and that it be used as a complementary teaching aid in addition to already existing policies.

Some activities within the program will reset daily however the pupil will not be penalised if they aren’t completed.

No, our Wellbeing program does not have levels or required levels of achievement. Pupils can undertake the Thought Detective activity whenever they wish to help navigate their feelings and improve their emotional intelligence. Otherwise, a pupil’s general sense of wellbeing is represented by the Competency strands in the program.

Emotional competencies are represented by the jars on the pupil’s profile. As pupils complete activities within the program, they refill points in each of the jars. Some activities will reward more points in certain competencies than others. Values in each of the competencies will diminish over time, prompting the pupil to engage with the activities to ‘top them up’.

Pupils can see their current progress represented by the jars as well as, hopefully, recognising the changes in themselves. From the landing page in the program, they can see which affirmations they have selected as well as their goals – prompting them to reflect upon their progress. Teachers have access to the same information as well as activities they have completed, results of Thought Detective exercises and graphs showing their progress.

We recommend that pupils complete a Wellbeing review once a month depending on that specific pupil’s emotional needs. Some learners will benefit from more regular interactions with the program based on any behavioural strategies being actioned by the school.

IDL Wellbeing identifies a strength and focus based on the current results of their Thought Detective, Wellbeing Reviews and which goals or affirmations they have selected. Based on those insights, the program will suggest a particular area of development for the learner as well as something they currently excel at. Future activities will be suggested by the program to improve those areas of focus whilst the Greatest Strength is part of a positive psychology approach to improve confidence and intrinsic motivation.