Η υποστήριξη της ψυχικής υγείας των μαθητών δεν ήταν ποτέ πιο σημαντική. Οι εκπαιδευτικοί είναι συχνά οι πρώτοι που αντιλαμβάνονται όταν ένας μαθητής αντιμετωπίζει δυσκολίες, και το να ξέρουν πώς να αντιδράσουν μπορεί να κάνει πραγματική διαφορά. Από 3 έως 9 Αυγούστου 2025, educators from across Europe gathered in Bologna for the course Promoting Students’ Well-being and Mental Health in Schools: Strategies for Teachers and Education Staff, μια εβδομάδα αφιερωμένη στην κατανόηση, την υποστήριξη και την ενίσχυση της ευημερίας στην τάξη.

The group brought together a mix of experiences and backgrounds. From Hungary came Judit from Eszterházy Károly Katolikus Egyetem Gyakorló Általános Iskola, Gimnázium, Alapfokú Művészeti Iskola és Technikum and Tanai from Óbudai Gimnázium. From Malta joined Pamela, Davina, Daniel, Sarah, and Razan from Maria Regina College. Elvira O’Brien represented IESO Pedro de Atarrabia in Spain. Otto came from VHS Regensburger Land e.V. in Germany.

The week began on Monday with welcoming activities, introducing the topic of mental health and mental wellbeing while discovering crucial differences among the two concepts. Participants shared their course expectations and explored common challenges and obstacles in fostering mental wellbeing at school, highlighting achievable actions and feasible best practices.
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On Tuesday, participants debated the components of Ryff’s Theory of Mental Well-being, discussed Eriksson’s Development Stages, and explored risk and protective factors for mental health through real case scenarios. They also shaped a “web of support” to ensure students’ wellbeing while identifying the risk elements that can undermine it.
Wednesday was dedicated to introducing mindfulness theory and tools through group-based outdoor activities, focusing on senses, concentration, and the positive effects of staying present. A mindful eating activity highlighted its importance in daily life. Participants were also introduced to the Erasmus+ KA2 project Tell Your Mind (TYM), exploring its game toolkit, website, and webinars as resources for linking storytelling techniques with mental health education. The day concluded with a discussion on the root factors of bullying, key roles, and how to identify bullying signals in the classroom.

On Thursday, the focus shifted to Emotional Intelligence and Daniel Goleman’s theory, tested through practical activities to help students recognize and describe emotions while building coping strategies. The importance of optimistic language, setting SMART goals to ensure motivation, and peer feedback as a tool for collaboration and self-esteem were also explored.
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The week concluded on Friday with behavioral and cognitive coping strategies to handle stress, including a reflection on Growth vs Fixed Mindset and an activity to create a personalized Stress Buster Bingo tool. The final session gave space for expressing gratitude and sharing positive, thankful thoughts among participants.

By the end of the course, the group left Bologna with a clearer understanding of how to address mental health in schools—not just as a reaction to problems, but as an ongoing, proactive part of teaching. They returned home with new strategies, activities, and perspectives to share with colleagues and to bring into their own classrooms, helping to create school environments where students feel safe, supported, and ready to learn.
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