Award students proactively look after their wellbeing
In a world where wellbeing among 18-24 year olds has dropped by 15%1 since the onset of Covid-19, leadership and life skills development is having a positive impact on young people.
At the half way mark of The Ivy House Award, students share their feedback and experiences from their learning so far. The latest results show that they are learning to manage their thoughts, emotions and are proactively looking after their wellbeing.
A number of schools, whose students have fully-funded places on The Award through Fair Chance Funding, have just reached the mid-point milestone.
“I can create the life I want to live, I can take 100% ownership of my life. One of my main issues lies in my thinking – I am not in control of my thinking and I allow too many limiting thoughts grab a hold which results in negative behaviours. But I am not my thinking… I can step out of my thought spirals at any time”, says one student.
Life is made up of a series of events. The brilliant thing about being human is that we can choose our behaviour in response to any event that happens. When young people know this, really get it, they can choose the result they get at the end. If they think ‘this is a disaster, it’s the end of the world’, they’ll feel anxious and frustrated. But if they think ‘this is new and different, I’ll have to learn and adapt and look after myself’, the behaviour they choose will be very different.
Another student has been putting this into practice:
“Since this Award I have started trying to be more open with my feelings and organising them to better myself and I now have a deeper understanding of how to gain control back when spiralling within my feelings.”
It is alarming to read that 74% of university students have suffered from problems with their mental health2. It can feel overwhelming to think of how we as a society can tackle this. The reality is, when we start supporting students to understand themselves – knowing who they are, what they want and how to celebrate their unique character – they can learn not be scared of their thoughts and feelings, and proactively take care of their wellbeing.
“I now make sure that I am always doing what’s best for my own mental health rather than trying to please other people”, says another student. “Also considering how my actions affect others and how I can make sure I understand that not everyone communicates and behaves in the same way as me. Look for my inner rhino and make sure that I maintain this as much as possible in order to get the best out of my life.”
If you’re bewildered at a student referring to their ‘inner rhino’, it’s something we talk about a lot at Ivy House – this article will help make it all clear!
So there you have it. It lifts our hears to know that we’re contributing to the effort of improving the lives of young people, now and in the future, by putting human development at the heart of education.
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