Tropicana September-October 2023 #150 The ESG Issue

TROPICANA MAGAZINE
In the modern educational landscape, students are confronted
with multiple challenges, including coursework, school life
adaptation, and navigating the transformative effects of the
pandemic on lifestyles and study methods. Consequently,
mental health takes centrestage.
At St Joseph’s Institution International School Malaysia
(Tropicana PJ Campus) (“SJIIM”), its comprehensive programmes
and initiatives include educational units integrated into the
curriculum and specific interventions by the pastoral team and
school counsellor.
“In terms of the curriculum, in the High School, for example, we have
a lesson each week, taught during tutor time, which covers a wide
range of topics including mental health and well-being. Students
learn about self-care, the importance of sleep and a healthy diet,
coping strategies to help manage stress, building and maintaining
healthy relationships, and many more. As students get older, these
may become more focused on managing stress during examination
periods and how they can revise and study in a way that maintains
their well-being,” explains SJIIM’s Head of School, Gary Cairns.
He adds that parents are also included in these sessions, having
expressed their desire for assistance in supporting their children.
Participating in diverse co-curricular activities is crucial too,
Gary notes. The school encourages students to join at least one
activity weekly, be it sports, arts, or service projects through the
Lasallian Youth Movement. These experiences can significantly
enhance students’ emotional and psychological wellness.
“At school, we have lots of events that help to build community
and promote a positive and inclusive school environment. I
genuinely believe that the more connected a student feels to
their school, the more that it will have a positive impact on their
mental health and well-being,” adds Gary.
Gary asserts that SJIIM will go to
great lengths to ensure students
feel heard and valued
training our staff to identify students who may require support
or intervention. We then have a team of pastoral leaders and a
counsellor who will work with the student and their family. During
training sessions for teachers, we will run sessions on potential
indicators that a student may be in need of well-being support and
we use a system in school whereby if a teacher observes a concern,
they log it and a notification is sent to the relevant pastoral leader.
Even if it is something very small, such as not being their usual
self, teachers are required to record it so that it helps us build up a
picture of how the student is behaving and feeling.”
Annually, SJIIM administers a schoolwide well-being survey to its
students, providing valuable insights into their school connection,
and self-perception as learners and individuals. Using this data, the
school strategises interventions to offer the best possible support.
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He observes that students engaged in numerous extra-curricular
activities and leadership roles tend to excel academically and
experience improved mental well-being.
Gary notes that the school’s pastoral team, which includes the
student’s Head of Year and the Assistant Principal for Character and
Well-being, remains accessible and visible to students at all times.
How does the school identify and address mental health concerns
among students?
“First and foremost, there should be strong positive relationships
between teachers and students so that students feel comfortable
to tell their teacher if they need support. We spend a lot of time
He adds that supporting students’ well-being is a collective
effort - it works best when the school, student and parents are all
invested and working together.
“As a school, we are prepared to do whatever it takes to ensure
that our students feel listened to and valued,” says Gary.