Well-Being of the WHOLE GIRL
MICHELLE DOUGLAS DIRECTOR , SENIOR SCHOOL
Every day as our students discover , ask questions and work together , I have the privilege of seeing their journey . A journey that this year , yet again , was set within the context of “ a year unlike any other .” We continued to walk in and out of COVID-19 uncertainty and see a string of geopolitical occurrences
that brought to light grave atrocities frequently committed against the most defenceless members of our society . The intricacy of these worldwide events continually highlighted Dr Jessie Gordon ’ s original mission at Crofton House School : to empower girls with the knowledge and skills to confront life ’ s challenges .
Central to this empowerment is the importance of relationships , wellbeing and belonging . We continued to build upon the efforts of those in the past to foster a community of “ genuine belonging ”— a belonging that empowers us to be vulnerable with each other as we explore , develop , learn and share our story .
Crofton House ’ s Ivy Compass program fosters this strong sense of self and supports our students in sharing their story throughout their journey of personal growth , leadership and engaged citizenship . An increasingly complex world necessitates social and emotional learning in this process as our students “ acquire and apply the knowledge , skills and attitudes to develop healthy identities , manage emotions and achieve personal and collective goals , feel and show empathy for others , establish and maintain supportive relationships , and make responsible and caring decisions ” ( CASEL , 2020 ). The exploration of real-life experiences inside and outside the classroom requires a deep understanding of who they are and what they stand for .
Placing the whole girl and her wellbeing at the centre of all we do is how we support our CHS students as they prepare to make their mark on the world — on whatever path they choose .
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