At the Canadian International School of Beijing (CISB), student well-being is at the heart of learning and community life. We believe children thrive when they feel safe, connected, confident, and supported. Our approach to well-being is intentional, developmentally appropriate, and embedded throughout the school day—from the Early Years through Elementary.

CISB takes a whole-school approach to well-being that supports emotional, social, physical, and academic development. Well-being is not a standalone program, but a shared responsibility across classrooms, specialist areas, and the wider school community. Teachers design inclusive learning environments where empathy, respect, and belonging are actively modeled and practiced. Through caring relationships, predictable routines, and meaningful learning experiences, students develop resilience, independence, collaboration skills, and responsible decision-making.

In the Early Years, well-being is nurtured through play-based learning and secure relationships. As students grow, explicit instruction and real-life application support increasing self-awareness, social responsibility, and confidence.

For children aged 18 months to four years, wellbeing is embedded within daily experiences rather than taught as a separate subject. Teachers model emotional language, support positive interactions, and guide children through play, stories, and routines that build trust, independence, and a sense of safety.

From Kindergarten onward, students benefit from both explicit SEL instruction and ongoing integration across the curriculum. In addition, daily classroom practices such as morning meetings help set a positive tone for the day, strengthen relationships, and support emotional check-ins. End-of-day reflections allow students to think about their learning, emotions, and choices, reinforcing self-awareness and growth.