Gloria García Bas

Inclusion Lead
Deputy Child Protection & Wellbeing Coordinator

 

‘Education of the mind and heart is what makes a human being complete.’

(Aristotle)

 

In recent years, attention to the mental health of children and adolescents has gained greater prominence in educational settings, and there is now more evidence showing that the relationship between mental health and learning is deep and multifaceted.

During childhood and adolescence, children and young people are in a critical phase of development, both cognitively and emotionally. We know that emotional distress caused by issues such as anxiety, stress, depression, bullying, or an unstable family environment can create significant barriers to learning, lower academic performance, increased school absenteeism, and greater difficulties in maintaining healthy relationships with peers and teachers.

As psychologist Daniel J. Siegel explains, emotional development and brain function are closely interconnected. Children who learn to regulate their emotions, within a supportive environment, are better prepared to learn, adapt, and succeed.

Motivation is a key factor in academic success and is deeply influenced by emotional wellbeing. When students feel emotionally supported by their families and teachers, their intrinsic motivation increases, enhancing their academic performance. According to neuroscience and educational psychology specialist David Bueno i Torrens, a brain that is emotionally balanced is more receptive to new learning experiences, fostering curiosity and persistence in school tasks.

At ELIS, we are fully aware that wellbeing must be the foundation that nurtures the holistic development of children and young people. We know that if they feel well, they will learn better and be more prepared to face the challenges of the school environment and life in general.

For this, a sense of community and belonging is fundamental. Regardless of their individual identities, all students must feel that the school is a welcoming place they want to come to every morning, where positive and protective relationships between students and teachers are built, where mutual trust is encouraged, and where spaces are provided where students feel that their differences are respected; that they can share their concerns without being judged; and that both their emotional and learning needs are supported.

When emotional wellbeing is nurtured, students are better able to think creatively, approach problems with an open mind, and face academic challenges with greater confidence, as highlighted by Fredrickson in her research on positive emotions.

‘Mentally Healthy Schools’ points out that taking a holistic approach to mental health helps young people develop emotional and social skills, which directly contributes to their academic success.

At ELIS, socio-emotional education and the promotion of healthy lifestyle habits are integral to school life. Children not only learn communication skills, empathy, emotional regulation, and responsible decision-making through the curriculum, but they also benefit from an environment where these skills are internalised beyond the classroom, through interactions with their peers and the example and guidance their teachers provide in handling problematic situations.

When children and young people take care of their mental health and develop coping skills, they not only increase their resilience but also improve their self-esteem and ability to engage positively in their education. The emotional wellbeing of children and adolescents is a determining factor in their learning and academic performance. It is the responsibility of parents, educators, and health professionals to work together. Investing in their mental health today is ensuring a more promising future for them and for our society.