Quality and Innovation
Wellbeing is the starting point for learning and flourishing.
Our students’ holistic wellbeing is the foundation of academic success. We offer a strong support system that balances students’ physical, emotional, social, and academic needs. This approach ensures a safe environment, enhancing performance and fostering commitment to the IB Profile values.
Learn about the objectives of Student Wellbeing
General Objective
To promote the physical, emotional, social, and academic wellbeing of students in order to enhance their learning, autonomy, and commitment to the values of the IB Profile.
- Foster emotional wellbeing through prevention, early detection, and support strategies that address situations affecting student’s mental health.
Promote socio-emotional skills such as resilience, empathy, assertive communication, and self-regulation, strengthening school coexistence and the development of global citizenship.
Promote socio-emotional skills such as resilience, empathy, assertive communication, and self-regulation, strengthening school coexistence and the development of global citizenship.
Promote physical health and wellbeing through programmes focused on healthy lifestyle habits, risk prevention, and self-care.
Strengthen the school–family partnership through communication channels and guidance for parents, recognizing them as key stakeholders in students’ education.
Collaborate with teachers, leaders, coordinators, and administrators by providing resources, training, and strategies that support the holistic development of students.
Ensure attention to diversity by respecting learning styles, developmental pace, and individual educational needs within an inclusive framework.
Key Purposes
- To consolidate an institutional culture of care that ensures a balanced development across academic, emotional and social dimensions.
- To enhance student agency through the development of autonomy, critical thinking and emotional management, which are key foundations for success in the Diploma Programme (DP) and adult life.
- To strengthen student’s sense of belonging to a community that actively practises diversity, solidarity and mutual respect.
- To ensure strategic support throughout all academic and personal transitions, providing students with the necessary tools for each new stage of their development.
- To educate responsible and compassionate leaders committed to building a more just and peaceful world, faithfully reflecting the mission of the International Baccalaureate.
General Objective
To provide comprehensive psychopedagogical support to students within the IB Programme. This support seeks to foster the development of student’s cognitive, emotional and social potential, ensuring inclusive and meaningful learning processes aligned with the IB Profile.
- To support key academic and personal transition processes (admission, stage changes and university preparation) and to implement prevention programmes that promote effective study habits and intrinsic motivation.
- To advise teachers and IB coordinators on the implementation of inclusive strategies and to guide families, strengthening collaborative school–home partnerships.
- To identify and address educational needs through psychopedagogical assessment, providing differentiated support to ensure equity in access to the IB curriculum.
- To strengthen cognitive and metacognitive skills (self-regulation and autonomy) and to promote socio-emotional wellbeing, including resilience, empathy and stress management.
- To ensure that every IB student has the necessary conditions to achieve academic and personal success, while respecting individual diversity.
- To contribute to the development of autonomous, critical and reflective learners, in line with the IB Learner Profile.
- To promote an institutional culture of inclusion and psychopedagogical support, grounded in early identification and preventive intervention.
- To ensure that teaching and learning processes integrate both cognitive and socio-emotional development.
- To consolidate the Psychopedagogy Department as a key link between students, teachers and families.
General Objective
To promote a culture of coexistence based on respect, responsibility and self-discipline, ensuring compliance with the school’s educational standards and the principles of the IB learning community.
- To educate students in the values of responsibility, honesty and respect (aligned with the IB Profile), and to promote a culture of academic honesty and integrity.
- To strengthen socio-emotional skills (empathy, assertive communication and conflict resolution), fostering reflection and student’s self-regulation.
- To ensure compliance with school rules, guaranteeing a safe and supportive environment, as well as preventing risk behaviours and conflicts through guidance programmes.
- To apply restorative and educational processes that allow for repairing harm caused, prioritising learning over punitive sanctions.
- To coordinate with teachers, the Psychopedagogy Department and families to ensure comprehensive support for students facing behavioural or coexistence-related difficulties.
- Climate and Cohesion: To consolidate a positive and respectful institutional climate, where harmonious coexistence and a strong sense of community prevail.
- Holistic Development: To educate responsible, principled and supportive students, capable of acting ethically both within and beyond the school environment.
- Formative Role: To position the Department as a formative space that guides, advises and supports, rather than one focused solely on sanctioning.
- Growth and Coherence: To transform conflicts into opportunities for personal and collective growth, ensuring coherence between disciplinary practices and the values of the International Baccalaureate.
