Framing principle

This badge recognises schools that put the physical, emotional, and mental wellbeing of students and staff at the heart of their educational mission. These schools create safe, inclusive environments where everyone is supported to thrive—inside and outside the classroom. They also understand the unique role of sport and physical activity in promoting resilience, connection, and healthy lifestyles. From structured physical education to play-based learning and team sports, these schools use movement to build confidence, wellbeing, and a sense of belonging.

Criteria For Earning This Badge

These criteria are grounded in global frameworks for health-promoting schools, including the WHO’s Global Standards for Health Promoting Schools, the UNESCO Happy Schools Framework, and the Collaborative for Academic, Social, and Emotional Learning (CASEL) model. These reflect a whole-school approach to wellbeing that integrates physical health, emotional safety, and mental resilience into all aspects of school life.

To earn this badge, schools must provide evidence that they have excelled in the following areas:

1.    School commitment to wellbeing

•     The school has a clear and lived commitment to health and wellbeing, reflected in its policies, culture,
and daily routines.

•     Wellbeing is part of long-term planning, staff development, and school improvement strategies.

•     Students and staff help shape an inclusive school climate where empathy, care, and emotional safety are woven
into daily life. 

2.    Health, sport and emotional education

•     The school offers engaging programmes that support physical health, emotional literacy, and mental wellbeing.

•     Physical education and sport are used not only to promote health, but also to build leadership, teamwork, discipline, and joy.

•    Students build skills for independent and collaborative action through learning about about nutrition, movement, mental health, relationships, and responsible decision-making—both in the classroom and through co-curricular activities tailored to local needs. 

3.    Support systems and early interventions

•      Accessible support services—such as counselling, referrals, or peer support—are available for both students
and staff.

•     The school actively monitors wellbeing and responds early to signs of stress, trauma, or health concerns in ways
that are compassionate and non-stigmatising.

•     Families and local health partners are engaged to ensure continuity of care and stronger safety nets. 

4.     Safe spaces and active environments

•      The school’s physical spaces are clean, safe, and support movement, play, and rest in age-appropriate and
inclusive ways.

•      While not all schools have access to specialised sports facilities, the school promotes physical activity as a way of
life—through creative use of available space, active routines, outdoor play, and local partnerships.

•      Inclusive design, hygiene, nutrition, and access to regular movement are prioritised. Safeguarding, proportionate risk prevention, and emergency protocols are clearly established and known by the school community.