Objectives and Profile

The SO-WELL-AWARE project reaches 32-40 teachers throughout the entire project duration and closely works with them through training and guidance counselling. The project aims to support teachers’ awareness and skills to promote students’ well-being in inclusive schools. More specifically, we focus on the three basic dimensions of school well-being that are crucial for students’ inclusion: emotional well-being in school, social inclusion in class and the academic self-concept. Within the scope of the project, teachers are supported to develop and expand their ability to assess and promote emotional well-being, social inclusion and the academic self-concept of their students between the ages of eight and twelve years. So, the project additionally affects 400-600 students on primary and secondary school level between the ages of 8-12 years in their classes.

In order to reach this objective, we implement an easy-to-use online assessment tool that is accompanied with an online manual. The tool can be completed by students and teachers. Furthermore, we provide a theoretically sound and highly field-oriented teacher training program. The training program is designed for teachers who would like to expand their skills in assessing, monitoring and supporting students’ well-being.

The project therefore contributes to:

• Promoting the awareness and knowledge of teachers with regards to students' school well-being (i.e., emotional wellbeing, social inclusion and academic self-concept)

• Addressing and promoting subjective well-being of students in primary and secondary schools

• Contributing to inclusive schooling in general and to all students’ emotional well-being, social inclusion and a positive academic self-concept

• Promoting the digital skills of teachers and students by implementing the SO-WELL-AWARE Online Tool (and the use of OERs by teachers)

• Supporting teachers in using innovative teaching and assessment methods in regard to students' emotional well-being, social inclusion and academic self-concept

Altogether, the measures of the project will enhance the perceived competence and the self-efficacy of teachers in regard to the assessment, monitoring and promotion of students’ school well-being – especially of those students who are often at risk of feeling lonely at school, of being less socially included or having a low academic self-concept.