[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-645232-105":59,"doc-detail-645232-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","chapter-5-student-wellbeing","Chapter 5 - Student wellbeing","","Chapter 5 explains how emotional wellbeing and stress shape learning, decision-making, and school performance. It argues that schools have a fair and practical duty to support wellbeing and resilience because outcomes now and later depend on students’ ability to manage pressure. The chapter links adolescence-specific brain differences—especially emotion processing and peer-driven social pressure—to behaviour and reasoning. It defines wellbeing as a stable mental and physical capacity that protects against difficult events and supports learner attributes.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/chapter-5-student-wellbeing/645232/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/chapter-5-student-wellbeing/645232.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why should schools care about wellbeing and stress?","Question",{"text":111,"@type":112},"Because wellbeing and stress management directly influence students’ school outcomes and their ability to thrive later in life.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does adolescent brain development affect behaviour?",{"text":116,"@type":112},"Emotional processing can outweigh prefrontal control in emotionally charged situations, making adolescents rely more on feelings than intellectual reasoning.",{"name":118,"@type":109,"acceptedAnswer":119},"What is the difference between wellbeing and happiness?",{"text":120,"@type":112},"Wellbeing is a more stable, resilient background state, while happiness is a temporary reaction to stimuli that fades when difficult events or thoughts occur.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},645232,1792733849,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Chapter 5: Student wellbeing  \nOverview  \nLearning is embedded in emotional states. A confident, responsible, reflective, innovative and engaged learner reasons and makes decisions on the basis of positive personal values and an understanding of their emotions. This chapter looks at the profound impacts of wellbeing and stress on learning and performance. Most of it has been written by the author and speaker Nicola Morgan, informed by presentations she gave in 2016 at Cambridge Schools Conferences.  \nSchools should care about wellbeing and stress because it is the decent and fair thing todo. However, they also need to care because wellbeing and stress management directly affect students’ outcomes at school as well as their ability to thrive in later life. The concept of resilience is often used to describe people’s ability to deal with pressure and stress effectively. It is a life skill that schools need to nurture. All students will encounter adversity and barriers to learning. The resilient will overcome these, helping them to fulfil their potential.  \nThis chapter considers a number of potential pressures that can have an impact on young minds. Adolescent brains are different from those of mature adults in significant ways. The world in which young people operate is dominated by technology and social media, and this is creating new pressures that need to be understood. This chapter ends with some practical strategies for schools to improve stress management, increase wellbeing and empower students to manage their lives.  \nThe adolescent brain  \nAdolescence can be described as a progressive transition from childhood into adulthood. During this phase teenagers go through profound changes in brain and functional development. These changes affect young people in different ways and to different extents, but it is important for teachers and other adults close to young people to recognise this.  \nFor example, scientific evidence (Casey, Jones & Hare, 2008) suggests a neurobiological reason for high-risk-taking and impulsive behaviour and emotional reactivity in adolescents. Emotional processing that occurs in subcortical limbic regions is  \nparticularly powerful in relation to control exerted by the prefrontal cortex area of the brain. This means that in situations that are personally emotionally charged, adolescents tend to rely less on intellectual reasoning and more on their feelings. If the situation is not emotionally charged, for example if an adolescent is asked a hypothetical moral question, logical reasoning will dominate.  \nThe development of the social brain during adolescence supports the observation that during this period of life individuals may be more susceptible to social pressure to seek status with peers and also to embarrassment in social situations. Peer influence is an extremely important driver for behaviour at a time when adolescents are moving away from the protection of their family unit and building new groups (see Blakemore S.-J., 2014, for much work on the adolescent social brain). The importance of self-image in front of peers is particularly heightened during adolescence.  \nWhat is wellbeing?  \nWellbeing describes a state of overall mental and physical health, strength, resilience and fitness to function well at work and personally. It was brought into the public and educational domain by positive psychologists, notably Seligman (2011), and offers an alternative to the goal of ‘happiness’, which tends to describe a transient, short-term state which cannot logically or practically be sustained for long. ‘Happiness’ itself – that active emotion, ‘how I feel now’ – is highly reactive, depending on the right things happening to or around the person. When a sad, worrying or difficult event or thought occurs, that feeling of happiness necessarily ceases or decreases. Happiness is hard to control, being immediately dependent on both an internal mindset and external factors.  \n‘Wellbeing’ is more stable and ","cbCairO1ZOVScQcO","https://ap.wps.com/l/cbCairO1ZOVScQcO","pdf",125463,11,"English","# Overview\n## The adolescent brain\n## What is wellbeing?\n## Why wellbeing belongs in the curriculum","[{\"question\":\"Why should schools care about wellbeing and stress?\",\"answer\":\"Because wellbeing and stress management directly influence students’ school outcomes and their ability to thrive later in life.\"},{\"question\":\"How does adolescent brain development affect behaviour?\",\"answer\":\"Emotional processing can outweigh prefrontal control in emotionally charged situations, making adolescents rely more on feelings than intellectual reasoning.\"},{\"question\":\"What is the difference between wellbeing and happiness?\",\"answer\":\"Wellbeing is a more stable, resilient background state, while happiness is a temporary reaction to stimuli that fades when difficult events or thoughts occur.\"}]","Chapter 5 - Student wellbeing | PDF",1792727601,28]