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Wellbeing at School Starts with Understanding

Well³ helps school leaders and teachers improve wellbeing and inclusion with practical tools to assess needs, take action, and review progress.

What is Well³?

Well³ is a European initiative designed to support schools in creating healthier and more supportive learning environments. Through research-based tools and practical guidance, the project helps schools understand the wellbeing of their communities and implement targeted actions that improve everyday school life.

The approach combines measurement, practical strategies, and continuous reflection to support long-term improvement.

Project Results

Guide to Wellbeing

A practical guide for school leaders and teachers showing how to integrate wellbeing into school development, introduce the 5 Basic Needs, and involve students and parents in the process.

Wellbeing Sensor

Structured online questionnaires help schools identify wellbeing priorities at the start of the school year and evaluate progress at the end.

Wellbeing Treasury

A searchable database of practical methods linked to the Sensor results, suggesting concrete actions when one or more basic needs are not being met.

How Well³ Works

WELL3 follows a continuous improvement cycle that helps schools turn insight into action.

Start

Form your wellbeing team, explore the tools, and prepare your school for the journey ahead.

Evaluate

Use the Wellbeing Sensor to gather confidential feedback from students, teachers, and school leaders.

Set Goals

Analyse your results, identify priorities, and define shared wellbeing goals for the school year.

Select Measures

Choose practical methods and exercises from the Wellbeing Treasury to address your goals.

Act & Celebrate

Implement your action plan, track progress in the logbook, and celebrate what you achieve.

Wrap-up

Reflect on the year, evaluate the process, and decide whether to start a new cycle or close.

WELL³ follows a structured cycle: schools assess the current state of wellbeing, set development goals, apply practical methods, and evaluate what changed at the end of the school year. This creates a clear, evidence-based process for continuous improvement.

Year of WELLbeing: 10 schools

Ten secondary schools will test the full WELL³ process during one school year. Supported by trained WELLbeing Facilitators, they will use the Sensor, the Platform and the Treasury in practice, helping the consortium refine the tools and final materials.

Partners

SWEDEN

At S:t Iliansskolan we work with students from grades 4 to 9. As a school, management, teachers, and assistants work to give students knowledge in the various subjects. Teaching is designed according to the student’s needs and abilities. In addition, all staff act against bullying, harassment, and negative verbal language. We ensure that everyone enjoys school and feels safe.

AUSTRIA

BLICK is a non-profit organisation active in both adult and school education, with 17 staff members. It has extensive experience in self-directed learning, counselling, teacher and trainer training, and support for vulnerable groups, including long-term unemployed people, women returning to work, Roma communities, and young people at risk of dropping out of education or apprenticeships. Since 2011, BLICK has played a major role in preventing early school leaving through its Stop-Dropout Programme, which has supported over 20,000 young people across several Austrian federal states. At management level, the organisation also has strong experience in European cooperation, having coordinated six European projects since 2009.

PORTUGAL

Empoderar is a Portuguese training and consulting company that applies psychological science to strengthen skills, well-being, and organizational effectiveness. It designs and delivers innovative, evidence-based training, behavior change initiatives, and digital learning solutions. With solid experience in EU-funded projects as both coordinator and partner, Empoderar combines psychology with fields such as education and sustainability to provide practical solutions in leadership, conflict resolution, team building, civic engagement, entrepreneurship, and green practices.

PORTUGAL

The Metropolitana Professional School (EPM) is the vocational music training branch within ASSOCIAÇÃO MÚSICA, EDUCAÇÃO E CULTURA, O SENTIDO DOS SONS-AMEC | Metropolitana —a non‐profit cultural institution established in 1992. Founded in the 2008–2009 academic year, EPM was created to meet a long-felt need for high‐quality, vocational musical education in Lisbon. While Metropolitana also encompasses the National Academy of Advanced Orchestral Studies and the Metropolitana Music Conservatory, EPM specifically focuses on training aspiring professional musicians through dedicated vocational education and training courses in areas such as Instrument String and Keyboard, and Woodwind and Percussion.

EPM operates in an environment that blends rigorous classroom instruction with real-world performance. Its teaching staff comprises some of the nation’s foremost instrumentalists, who not only impart technical and interpretative skills but also mentor students in the broader artistic and social aspects of a professional music career. Through close integration with Metropolitana’s orchestras and ensembles, EPM offers its students authentic performance opportunities that help to foster both musical excellence and personal development.

AUSTRIA

The PBÖ represents 28 independent schools in Austria with approx. 1,200 students. As the third pillar of the education system, it is committed to equal opportunities and educational diversity. The schools place the child at the centre and focus on individual development and holistic well-being. Autonomy and strong school partnerships create a supportive environment in which students, parents, and educators make decisions together. The schools combine self-administration with high personal commitment to ensure that every child develops according to their individual needs.

ITALY

At Learningdigital they say “learning comes first”. Their mission is to empower individuals and organisations in using new technologies in their learning and human resources management workflows. Their attention and priority goes on pedagogical approaches, while looking at how learning processes and learning environments evolve.  LD promotes applied research and innovation on digital transition in training, aiming at fostering skills eco-systems, in cooperation with different entities, ranging from NGOs, public authorities, corporate organisations, education and training providers, higher education.