The complex issues led to feelings of powerlessness and a high workload among teachers. They spent a great deal of time talking to pupils whose needs were not always addressed by external support services. They also observed signs such as inadequate nutrition, little exercise, limited parental involvement and low participation in sports activities.
To address these challenges, the school began the Well-being at School programme. Although the school already paid attention to social-emotional development, including as a Kanjerschool, it wanted to further strengthen its approach. More attention has been given to healthy nutrition and exercise, pupils receive school fruit, a pedagogical caretaker has been appointed and cooperation with the JGZ and GGD has improved. The school also participates in Team-Up Op School, which focuses on supporting newcomers.
An important part of the approach is trauma-sensitive teaching (TSL). Teachers learn to recognise trauma more effectively and to approach pupils by asking what they have experienced and what they need, rather than focusing on problematic behaviour. They also learn how to find appropriate support services.
The initial results are positive. Teachers feel better equipped, understand pupils’ needs more clearly and raise the alarm sooner when they have concerns. This contributes to a lower workload and a safer pedagogical climate, allowing pupils to develop and learn more effectively. At the same time, challenges remain, such as long waiting times for specialised support, language barriers and unstable home situations, which can sometimes make effective support more difficult.
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