Member School Stories
Glimpse the myriad ways boys' schools create an ideal environment for boys to thrive by clicking on the links in the left navigation. You can view by topic, Teachers Making a Difference Through Innovation or Young Alumni Making Positive Contributions in the Community, or glance our entire collection.
Boys and Mental Wellness
To celebrate boys' schools around the globe and share fellowship, we want to feature the many ways schools support boys and mental wellness. Take a look at the inspiring stories below and consider sharing a story from your school. Thank you for championing boys' education!
Villanova College (Australia)
Be Your Best Self Well-Being Program
The Be Your Best Self Well-Being Program at Villanova College is a student-focused initiative designed to equip young men in Years 5–12 with tools and strategies to enhance their social and emotional well-being, empowering them to lead healthy, well-adjusted lives.
Student voice is at the heart of the program, ensuring it remains flexible and responsive to the boys' needs while addressing contemporary challenges. Students actively co-create the program, incorporating elements they value most—such as physical activities, technology, group work, interconnection with other year levels, circle time, close teacher engagement, and hands-on experiences. The program also features regular workshops and presentations by guest speakers with lived experience, offering meaningful insights into the topics they address.
As we enter the third year of the program in 2025, Be Your Best Self continues to grow, fostering personal growth and resilience in Villanova students. The program’s goal is clear, to help each student become the Augustinian graduate: a young man of humility, faith, discernment, and courage in community. Learn more.
Aitchison College (Pakistan)
A Boarder's Journey to Healing
In the small Pakistani village where I grew up, men are expected to be strong, silent, and resilient. Vulnerability is seen as weakness and emotions are something to suppress rather than express. Beneath the surface of being strong, I carried the weight of past trauma—memories I couldn’t escape and felt too ashamed to share.
My school, Aitchison College, offered a secure environment that encouraged boarders to seek support. In this environment, I found the courage to confront my struggles by contacting the school psychologist. I feared judgement but instead received empathy, patience, and complete confidentiality. Through one-on-one sessions and structured exercises, I gradually regained my confidence.
Aitchison’s commitment to student well-being gave me the strength to heal. For the first time, I felt truly understood and I am deeply grateful.
This resilient story has been shared by Shah Sarbaz Ali Rehmat, Border (Batch 2024), Godley house, Aitchison College, Pakistan.
St. Alban’s College (South Africa)
Tsebe House: If These Walls Could Talk
If these walls could talk, they’d tell stories of laughter, growth, and quiet reflection. While people and relationships remain the cornerstone of well-being, the spaces we inhabit play a powerful, often underestimated role. At St. Alban’s College, Tsebe House, the school’s newest boarding facility, is proof that the built environment can profoundly shape the lives of its residents.
Opened in 2024, Tsebe House is a departure from traditional, functional boarding spaces. It’s designed primarily with the boys’ well-being in mind, blending comfort, community, and calm. Sunlit rooms, green courtyards, and quiet corners create an environment that nurtures both focus and relaxation.
Unlike conventional dorms, Tsebe House fosters connection through inviting common areas while respecting individuality with private dormitories. Thoughtfully designed quiet zones encourage mindfulness, offering students a retreat to recharge amid the bustle of school life.
Beyond its physical attributes, the house honors its namesake, Canon John Tsebe, embodying the values and legacy he represents. This connection roots the boys in a sense of history and pride.
At Tsebe House, architecture isn’t just about function—it’s about fostering a vibrant, supportive community where students can truly thrive. If these walls could talk, they’d say, “Welcome home.” Learn more.
The Browning School (United States)
When The Browning School decided to go phone-free in the 2023-24 school year, it was on the cutting edge of a trend that has become much more pronounced in the last year. Drawing on strong research that found access to a phone during the day has a negative impact on learning and behavior, we realized the presence of personal devices had become a serious impediment to students' ability to connect with peers in real time and engage in the serious pursuit of learning in a sustained way. The change in the school culture once phones were removed was noticeable. Our hallways became alive again as students began talking to one another instead of staring at a screen. In an age where researchers are increasingly concerned about loneliness among boys and men, we've made our school an environment where boys are supported in connecting face to face. Learn more.
Blackfriars Priory School (Australia)
Blackfriars Priory School is leading the nation, hosting talks on what is generally considered to be a solely female issue. In 2021, Blackfriars became the first all-boys school in Australia to host the Periods, Pain, Endometriosis Program (PPEP) Talk for Boys. This year, as part of its Well-Being Program, Blackfriars will again welcome the team from the Pelvic Pain Foundation of Australia.
“We are deeply committed to the holistic education of boys and that means giving them an understanding and appreciation of the wider society in which they live,” Director of Well-Being Anthea Osborne said. “We want our students—as sons, brothers, friends, colleagues, and, perhaps one day, fathers—to better understand what women experience and be able to better support them.”
The PPEP Talk is one of the many ways Blackfriars supports student well-being. “A school culture that emphasizes well-being builds resilience and prepares students to handle life’s challenges effectively,” Osborne said. Learn more.
St. David’s Marist Inanda (South Africa)
Speaking about mental health among adolescent boys is crucial, as they often face societal pressures to appear strong, independent, and emotionally resilient. At St. David’s Marist Inanda, we train a group of peer counselors in basic counseling skills in grade 11. They engage regularly with the boys at house lineups and assemblies to highlight the importance of mental health. The peer counselors run campaigns through our Wellness Department, aimed at creating a supportive environment where students can openly discuss their mental health struggles without fear of judgment.
Opening these conversations helps break the silence that surrounds mental health issues, allowing boys to realize they are not alone in their experiences. These engagements foster a culture of understanding and empathy, making it easier for boys to seek help when they need it. As relatable role models, our peer counselors play a pivotal role in normalizing these conversations and encouraging emotional well-being among their peers. Ultimately by prioritizing open dialogue, they not only support individual growth but also contribute to the overall mental and emotional health of the school community. Learn more.
Xaverian Brothers High School (United States)
Peer Ministry Offers Support and Belonging for New Students
Written by Ryan Griffin-Goode ’26 and Cameron Peterson ’26
Xaverian Brothers High School’s peer ministry program was first implemented more than two decades ago with a goal of helping new students adapt to the community with the guidance and support of upperclassmen and campus ministers. Today the heart of the program remains the same. Through peer-led activities, mentoring, and relationship-building activities, incoming students build lasting connections that enrich their high school experience.
The program also provides upperclassmen the opportunity to step into the role of mentor for their younger peers. One mentor, senior Tarun Kancharla, noted, “Peer ministry is special to me because I get to watch incoming freshmen truly find their own Xaverian brothers. I really believe the relationships formed in the peer ministry program will last for years to come.”
Xaverian’s peer ministry program leaves a profound impact on both incoming students and upperclassmen; it fosters enduring personal relationships and provides the foundation for a supportive community. Learn more.
Pictured below: Tarun Kancharla ’25 and his little Hawk, Mike Harris ’28
Tauranga Boys’ College (New Zealand)
Fortress 40: Tauranga Boys’ College Leading the Charge for Men’s Mental Health
Fortress 40 is a 40-hour endurance challenge founded in 2023 by Tauranga Boys’ College alumnus Kane McBrydie to raise awareness for men’s mental health. The event symbolizes resilience, pushing participants to their limits while highlighting the struggles many men face in silence.
In 2023, six prefects launched the challenge, setting the foundation for a lasting movement. In 2024, another group of six prefects took on the responsibility, continuing to break the stigma around mental health conversations. Their efforts not only raised awareness but also encouraged young men to check in on their mates and seek support when needed.
The momentum continues, with the 2025 team already planning their campaign. Fortress 40 has become more than just an event—it is a tradition of strength, perseverance, and support, ensuring that men’s mental health remains a priority at Tauranga Boys’ College and beyond. Learn more.
Gimnasio Campestre (Colombia)
Sherpas
After identifying the needs within the community and recognizing the importance of the role students play in the development of socio-emotional abilities among their peers—especially skills such as self-management, social awareness, and decision-making—the psychology team at Gimnasio Campestre decided to create Sherpas. This is a group of senior students with the capabilities and intentions to support younger students in their school experiences. This group does not replace the role of psychologists in the institution but offers an opportunity to approach various situations from the students' perspective, acknowledging the relevance of their experiences in both school and personal life. Additionally, it helps enhance leadership abilities and a sense of service in those seniors willing to participate. These approaches are reinforced through basic training in conversation management, developing bonds with students of different ages, and addressing challenging topics such as personal development and conflict resolution. Learn more.
McCallie (United States)
At McCallie, Duck Day is a long-standing tradition that encompasses fun, laughter, and mental well-being. On a surprise day in the spring, boys “duck” out of class to spend time outdoors, engage in field games, swim in McCallie Lake, and simply enjoy being outside in the sun. Students get to spend time with friends, compete in physical activities, and embrace the fun of being boys without the distraction of screens or academic expectations.
Duck Day reminds our students that wellness isn’t just about academics or athletics—it’s also about laughter, friendship, and the time to unplug and recharge. Whether diving into the lake, competing in friendly games, or just relaxing in the sun, boys can always find something to enjoy. At McCallie, we believe that balance is essential and Duck Day is a perfect way to celebrate boyhood. Learn more.
Church Farm School (United States)
Church Farm School is committed to our community’s wellness. As part of our planned campus modernization project in 2020, we created a meditation room, a relaxing space with comfortable furniture where students can decompress as needed. The space is sometimes used for teacher-led yoga as well as mindfulness meditation groups led by our school counselor. While the entire community is focused on student wellness through a variety of avenues—counseling, advisory, and social-emotional learning activities among them—the school’s Sunshine Committee, in collaboration with administration, tends to faculty and staff wellness through an annual series of events designed to engage, inspire, bond, and decompress. Inservice often features meditation and reflection. Learn more.
The Haverford School (United States)
Supporting the social-emotional needs of students happens in all kinds of ways throughout the day at The Haverford School. In Severinghaus Library, we find that small efforts can have big impacts, like our jigsaw puzzle station.
The puzzle is where upper school boys go when they need a few moments of peace; you can’t really be anxious when you’re searching for the missing piece. It’s even inspired artwork, with one student showcasing his daily puzzling and the moments of calm he’s experienced while doing so.
Every day, you see passersby stopping for a moment of puzzle calm. Sometimes, the puzzle can become a team effort, but no matter the number of boys gathered around, the puzzle remains, offering calm to each person who chooses to engage. Learn more.
Aquinas College (Australia)
Supporting Boys’ Mental Well-Being
Research has found that developing character can positively impact personal growth and overall well-being. At Aquinas College we strengthen this connection with our Character Education Program built around the paradigm that character is “taught, caught, and sought.”
Character is taught through a specific curriculum for two lessons a week in Years 1 – 9. The program aims to cultivate positive traits in boys, improve mental and emotional well-being, enhance social connections, and improve self-confidence.
Character is caught by building meaningful relationships with people of strong character including teachers, coaches, and mentors where they naturally absorb values like integrity, kindness, service, gratitude, and justice. Positive habits, ethical behavior, and moral principles become ingrained through these meaningful interactions and culture of standards and expectations.
Character is sought with boys engaging in self-reflection, goal setting, and gratitude journaling. Boys are encouraged to embrace physical and spiritual challenges. Serving the wider community is promoted through the College’s Service Learning Program. Learn more.
Waverley College (Australia)
Working at an all-boys school, the staff at Waverley College are well aware of the statistics for young men’s mental health and well-being; that’s why they’re changing the way they support their students. Over an 18-month period, the college trained all staff, from teachers to support staff, in Youth Mental Health First Aid to reduce mental health stigma and lead important conversations around mental health that are having wide-ranging benefits to the wider school community.
Becoming mental health first aiders (MHFAiders) has given staff the confidence to have knowledgeable and constructive conversations about mental health. Staff have reported that being trained as MHFAiders has deepened their understanding of the complexities of mental health, emphasizing the importance of self-care, resilience, and the value of educating young people to recognize signs of poor mental health—not only in themselves but also in those around them. Learn more.
Avon Old Farms School (United States)
In mid-September, two students came to me with an idea. I had only just arrived at Avon Old Farms School three weeks earlier and this was my first introduction to the Mental Health Club. Ben and Owen, the club’s co-leaders, had a plan and took action—selling green bracelets in honor of World Mental Health Day. Their goal was to raise awareness on campus and raise money to support the American Foundation for Suicide Prevention. They highlighted the Peer Counselor Program and normalized asking for help, while also encouraging students to seek support through Counseling & Psychological Services when needed. The positive response and momentum from World Mental Health Day led to Movember the following month. Again, Ben and Owen led the charge to raise money and awareness on campus—sharing “mo-ments” of men’s health issues, including mental well-being, weekly with the whole school. They are incredible ambassadors for our community. Learn more.
Crescent School (Canada)
A Mindful January
January was Mental Health Awareness Month at Crescent and featured resources, activities, and discussions to help students of all ages manage everyday stressors. This year’s theme, Mind Full or Mindful?, highlighted strategies to recognize when stress becomes overwhelming and more support may be needed. “We aim to equip students with tools and techniques that will extend well beyond their years at Crescent,” says Gina Kay, executive director of Crescent Student Services.
Students in the lower and middle schools attended assemblies that focused on different mindful techniques: breathing, kindness and compassion for oneself and others, and guided meditation. Upper school students were introduced to activities and resources to engage and calm the mind, including coloring, building Legos, reading, yoga, and a meditation workshop to name a few. Students of all ages enjoyed a break with pups from Corporate Canine Therapy. Therapy dogs can help reduce anxiety and boredom, encourage communication and a sense of community, and produce a relaxation response. Learn more.
St. Mark’s School of Texas (United States)
The Mindful 4 Life Club at St. Mark’s School of Texas is busy planning the upcoming annual Mental Health Week, a campus-wide initiative designed to promote mental well-being while providing a fun, supportive environment for students to unwind and connect. This weeklong experience features diverse engaging activities aimed at encouraging open dialogue and fostering a deeper understanding of mental health. Highlights include a roundtable discussion on men’s mental health, a guest lecture from a brain science expert on gambling addiction, interactive games and lunchtime activities, and a student-led assembly featuring a panel of upperclassmen, who will share personal experiences and strategies for coping with academic stress. Beyond raising awareness, Mental Health Week also serves a greater purpose by fundraising for a charitable organization dedicated to advancing mental health awareness and support services. Learn more.
Bonus: Read more about the St. Mark's program in its magazine (PDF).
Viaró Global School (Spain)
Community Service Activities for Boys and Families
At Viaró Global School, we believe in shaping a better future by carrying out our mission of supporting parents in the education of their children. Today’s students are the leaders of tomorrow, the ones who will build a more just, free, and inclusive society.
Guided by values of service and solidarity, we provide our students with meaningful, age-appropriate opportunities to give back to their communities. Our Community Service Program includes food collection drives, visits to elderly care homes, volunteering at children's hospitals, and international projects, such as social and educational initiatives in Nairobi, Kenya. By engaging directly with those in need, students develop empathy, responsibility, and a true sense of social commitment.
We recognize that these values flourish best when nurtured within the family, so we are now introducing family volunteering opportunities. From spending time with the elderly or individuals with disabilities to preparing and distributing meals for the homeless, these activities allow families to create lasting memories while fostering personal growth and solidarity in their children.
Together, we can build a brighter future!
Marcellin College (Australia)
Marcellin College prioritizes boys’ psychological well-being through dedicated programs and a supportive environment. Initiatives like the Tomorrow Man workshops, which are one component of the college's student well-being program, empower students to break free from societal stereotypes, fostering open conversations about emotions and mental health. These workshops provide a safe, judgment-free space where boys can share their experiences and develop skills such as active listening, reinforcing the importance of understanding and empathy. Beyond this, Marcellin College promotes well-being through a dedicated pastoral program, mentorship, and a strong community ethos that encourages connection and resilience. The college recognizes mental health is strengthened through meaningful relationships, open dialogue, and a culture of care. By equipping students with the tools to navigate challenges, express emotions, and support each other, Marcellin College ensures boys grow into confident, self-aware young men prepared for life’s complexities. Learn more.
Tomorrow Man Workshop
Archbishop Moeller High School (United States)
The School and College Counseling Department at Archbishop Moeller High School in Cincinnati hosts Wellness Week twice a year before semester exams. Wellness Week provides an opportunity for our students to practice self-care during a busy and sometimes stressful time. During the most recent fall semester Wellness Week, students participated in a variety of activities based on the themes of hope, community, friendship, gratitude, and mindfulness. During this week students participated in an ugly Christmas sweater competition, shared thoughts of gratitude with the larger school community during their lunch break, wrote notes of thanks and appreciation for their teachers, and participated in guided meditation in their mentor groups. Moeller’s facility dog, Sidon, also visited classrooms throughout the week. Sidon is a four-year-old Labrador specially trained to work in schools. He provides emotional support and comic relief, while playing a significant role in Moeller’s overall efforts to support our students’ mental health and well-being. Learn more.
St. Dominic School for Boys (United States)
Everything about St. Dominic School for Boys is intentionally centered on the development of caring relationships—among students, between students and educators, and ultimately between each of us and the Divine. We operate under a Culture of Encounter where we strive to build a community of justice, respect, and peace; championing upstanding young men who will lead through service of others as they grow into more capable individuals in their own unique molds.
We start each week by gathering in prayer, recognizing accomplishments, and sharing topics for the days ahead. We ask: What kind of man do you want to be? We delve into focused topics such as the impact of a growth mindset and the balance between confidence and humility; highlighting a form of masculinity that empowers others.
Our school supports the emotional well-being of boys through a dynamic counseling program. Biweekly guidance classes are built into our curriculum and lessons touch on topics such as building brotherhood, perspective-taking, and managing performance anxiety. Boys can also participate in group-based or individual counseling sessions to meet their more individualized social-emotional needs.
At. St. Dominic School, we are preparing young men to assume responsibility in a competitive and changing world with confidence and courage. Learn more.
Brighton Grammar School (Australia)
With research showing that mindfulness can build self-esteem, reduce anxiety, and improve academic performance, Brighton Grammar School has incorporated daily mindfulness and wellness training school wide. Junior school students complete daily mindfulness, do beathing exercises, or lie on the floor with soft music playing so they can focus their minds and slow down. Similarly, secondary school students have 10-minute breaks throughout the day for mental wellness and final year students engage in a High-Performance Mindfulness Program to prepare for their final exams. Brighton Grammar School staff have received extensive training in mindfulness practice and positive psychology and parents are offered positive parenting programs.
“I am a big believer in good habits starting young, so when our students are older it becomes part of their daily practice,” Headmaster Ross Featherston says. “We want to equip our students with the tools to better deal with life’s challenges as they arise rather than after the event.”
St. Gregory’s College (Australia)
A Commitment to Student Well-Being
At St. Gregory’s College, student well-being is at the heart of everything we do. Our staff and students take immense pride in supporting one another, ensuring that no one is ever left behind. This ethos is evident in the daily interactions of consistently looking out for one another.
We are fortunate to offer a variety of programs that nurture student wellness. Through initiatives like The Rite Journey (TRJ), the formation of Well-Being Ambassadors, and comprehensive counseling services, our students develop strong emotional intelligence. Wellness Week, RUOK? Day, and ongoing wellness studies with the Black Dog Institute and Macquarie University further enhance our students’ understanding of mental health.
Wellness Week is a highlight, bringing everyone together for fun, interactive activities and culminating in a student-led assembly. Personal stories of overcoming adversity are shared, leaving our students with a deeper connection and a renewed spirit, living out our statement of Strong Minds and Gentle Hearts. Learn more.
St. Joseph's Nudgee College (Australia)
At St. Joseph's Nudgee College, the college's vision is to liberate hearts and minds. We aim to foster younger men resilient and willing to be open with each other. In a world where mental health is ever present, yet still somewhat taboo, we hope to empower our young men to wear their “heart on their sleeve.” As part of our annual Mental Well-Being Week, we raise awareness for the need to have conversations, be honest with each other, and most importantly—listen. This week includes many activities that promote good mental health, such as singing, dancing, exercise, yoga, mindfulness, and many more. Our senior students lead the way by wearing their hearts on the sleeve of their blazers. Learn more.
St. Paul’s School (United Kingdom)
At St. Paul’s, pastoral care and pupil well-being are at the heart of our ethos. Every pupil is part of a small, close-knit, “vertical” tutor group, ensuring consistent support throughout their time here. Each tutor group belongs to a house, led by an undermaster, offering multiple trusted adults who support their well-being. Tutors and undermasters are trained in Youth Mental Health First Aid. Pupils can also access the clinical psychologists, chaplains, medical team, or safeguarding team when needed.
Our house system promotes well-being through peer support, with older pupils helping younger ones. Interhouse activities foster strong friendships and a sense of belonging. Weekly personal, social, health, and economic education (PSHE) lessons, co-curricular events, and external speakers provide further well-being support. This year, our Year 9s will hear from a Holocaust survivor, while older pupils will attend talks on mental health, consent, gender, and finances.
Our head of character education ensures our school’s focal character traits are embedded in everything we do and the Inclusion Alliance fosters diversity and inclusion, ensuring a compassionate environment where every pupil’s well-being is prioritized. Learn more.
St. Paul’s Juniors
At St. Paul’s Juniors, we prioritize boys' mental health by fostering happiness and confidence. Our pastoral care, led by the senior deputy head and supported by heads of year, ensures each pupil feels supported and valued. We emphasize our core values of kindness, respect, integrity, humility, and resilience, with regular rewards and recognition for positive behavior.
Pastoral care at St. Paul’s Juniors begins before pupils join us: Once 11+ offers have been accepted, we hold Saturday sessions in the summer to help familiarize new pupils and their parents with the school. These sessions include a talk on our character traits, a personal, social, health, and economic education (PSHE) character session, and current pupil role modeling.
We listen to our pupils through the School Council, anonymous digital surveys, and welfare boxes, ensuring all voices are heard. Our comprehensive PSHE curriculum provides boys with a solid moral foundation, encouraging reflection on their roles in society, well-being, and how to care for others. Our charity program also helps pupils develop their knowledge and understanding of life beyond St. Paul’s. Learn more.
Town School for Boys (United States)
Building Belonging Challenge
At Town School in San Francisco, we see firsthand how embedding our core value of belonging, character development work, and emotional intelligence within the natural course of the school day improves well-being for all students. During our recent Building Belonging Challenge, boys were “caught” by peers and teachers demonstrating belonging across campus, presented with a card to be entered into a raffle, and highlighted on our lobby display. Over the course of four weeks, this year’s themes of kindness, connection, compassion, and gratitude were additionally incorporated into morning meeting discussions and coursework. Sixth graders began their “best self” portraits and poems in art, honing their ability to honor self-compassion in addition to compassion for others. Cross-grade “families” created a community-wide paper “quilt” with squares representing commitments to belonging. One student was even inspired to produce short videos for the past two years of the challenge, highlighting its impact!
Gilman School (United States)
Semicolon Sculpture Offers Hope
For his senior-year art class in 2024, Truman Paternotte chose mental health awareness as the theme on which to focus his projects. “Mental health is not talked about enough in our youth, so I wanted to take this year of independent work to spread a message of love,” he said.
For his sculpture project, Paternotte built a six-foot-tall semicolon, punctuated with messages of encouragement submitted by members of the student body, such as “You are loved” and “You got this.” The piece, titled “Hope,” sat on display outside the school’s dining hall. The concept of the semicolon—which indicates a sentence isn’t over yet—became a symbol of suicide prevention in 2013.
Paternotte chose to engage others in his art so everyone at Gilman could feel part of the community. “I wanted voices from all around to spread the word that they are there for each other.”
Find the full version of this article, written in May 2024, gilman.edu/semicolon.
St. Bede’s College (Australia)
Over the course of 6 years, secondary school is a journey for students, who are guided by teachers, peers, and their families along the way. At St. Bede’s our motto, Per Vias Rectus (By Right Paths), suggests that students will navigate their way through life’s challenges, its ups and downs—through rigorous academic programs, extracurricular activities, and a nurturing environment of the all-boys school setting—to eventually find their own “right path.” We educate and guide students to grow into young adults who are well-rounded, service-oriented individuals who contribute meaningfully to society.
Also at St. Bede's College, our senior school is deeply rooted in values of respect, community, and involvement. We encourage all students to fully embrace the wide range of opportunities available to them as part of our college. We remain committed to fostering a supportive environment where no student is ever left behind or made to feel "the least, the last, or the lost."
The Sterling Hall School (Canada)
Student wellness is the foundation of life at The Sterling Hall School. From JK onward, our SHARKS well-being model (Sleep, Healthy Eating, Active Body, Relationships, Knowledge, and Service) shapes our approach to creating a balanced and supportive environment.
This proprietary framework is intentionally embedded into our curriculum through health classes, social-emotional learning programs, and school-wide initiatives. Boys are encouraged to make mindful choices for their physical, emotional, and social well-being. From journaling reflections to interactive classroom circles and advisory groups, students, even as young as JK, develop the language and skills to express themselves, support their peers, and build resilience.
Beyond structured programs, our commitment to well-being is reflected in daily interactions. Whether through engaging lessons, community events, or simply checking in with one another, Sterling Hall School boys learn that wellness is a journey, not a destination—one that begins in their earliest years and shapes them into well-rounded, compassionate individuals ready to thrive. Learn more.
St. Augustine’s College (Australia)
Paving the Way with Play
Welcoming Year 7 students at St. Augustine’s College this month was approached using guided play through our Mates @ Saints program. These peer-led, games-based sessions harness the power of positive emotions and relationships, providing Year 10 students a leadership role in fostering connections with younger students. This proactively bolsters connection and belonging, creating safe spaces to discuss upcoming camps, everyday challenges, and friendship fires, key to welcoming new members of our community.
Continuing over the next two terms, the program works on two levels: older students assisting in the navigation of everyday school responsibilities such as using the learning management system, managing assessments and other college “hacks”—including important details for teenage boys such as where to find the hottest shower on campus and the tastiest options at the canteen! More implicitly, the high-quality connections enabled by play build trust and assist social and emotional learning. Learn more.
Upper Canada College (Canada)
Well-Being Recess Fosters Inclusion and Connection
Recess is becoming a more inclusive and engaging experience at Upper Canada College thanks to a new initiative led by the school’s Well-Being Council. Recognizing that some students struggle with making social connections or participating in physical activity, upper school students have been attending prep recess, joining in on the variety of activities.
This initiative provides younger students with one-on-one play opportunities, fostering friendships and easing the social stress that recess can sometimes bring. Upper school students model positive collaboration and social skills and promote healthy physical activity to the prep students while enjoying some fun. In addition to outdoor activities, counselors have introduced alternative options like reading and board games, ensuring that every student has a space where they feel comfortable and included.
UCC’s Well-Being Recess promotes compassion and a supportive school environment. Rooted in the College’s Well-Being Framework, this program strengthens relationships and reinforces UCC’s commitment to a welcoming and healthy community. Learn more.
St. Andrew’s College (South Africa)
At St. Andrew’s College, we prioritize students’ mental well-being through programs that build emotional resilience and a strong sense of community. Alongside professional support for social, emotional, physical, and special educational needs, we offer initiatives spanning all stages of a boy’s journey. These include breathwork, mindful movement, physical education literacy, bushcraft skills, juggling, secret sunrises, and art as therapy, as well as our flagship Pathfinders course—a six-week journey of self-discovery.
Our Student Affairs and Wellness Team, consisting of boys from each grade and house, alongside Academic Portfolio holders, provides peer support within boarding houses, fostering a safe and supportive environment. While challenges are inevitable, our goal is for students to graduate as emotionally available young men equipped with tools to regulate their nervous systems, ensuring they thrive both academically and personally. Learn more.
Watch for a photo coming soon!
Cathedral School for Boys (United States)
What’s going on with boys and young men today? According to a 2023 study conducted by Equimundo, 65% of men aged 18 to 23 say that “no one really knows me well.” Dishearteningly, it reports men aged 18 to 23 have the least optimism for their futures and the lowest levels of social support.
At Cathedral School for Boys, we make a concerted effort to bring to campus experts on societal pressures facing boys and new research surrounding how boys experience the world. In January, Michael Reichert, a psychologist with 40+ years of experience working in the field of men’s studies and male development, shared his eye-opening findings with our parents and teachers. Next Ruth Whippman will speak with our community about her latest book, BoyMom: Reimagining Boyhood in the Age of Impossible Masculinity. In March, we will host an all-day conference, Raising Connected Boys in a Disconnected World, with a renowned panel of experts.
At Cathedral School for Boys, we’re serious about helping parents and teachers better understand who boys are and what they need. We are determined to apply a rigorous lens to the negative outcomes taken for granted for too long. Our students need individuals in their lives who they believe know them well and care for them deeply. It’s up to us to fill that role.
Belmont Hill School (United States)
Monday Morning Mindfulness
Before the first bell signals the start of the school day on Monday mornings, Belmont Hill students can be found gathering to relish the silence of guided meditation. Monday Morning Mindfulness started as a club but over the years has grown in scope and visibility as more students embrace the benefits of these practices. The group is led by faculty member Daniel Fulham who teaches a popular introduction to philosophy course.
Boys across all grade levels have been exposed to meditation and mindfulness in health classes, school meetings, and form-wide discussions. Belmont Hill’s Director of Health and Wellness Hope Rupley explained the goal of building the mindfulness muscle. “It offers a way to manage our thoughts rather than react to them,” she said. “We have a choice in how we respond.”
The activity is open to any student, faculty, or staff member looking to start their week with quiet reflection. “We’re always trying to find ways to help kids build a practice that benefits their physical, emotional, and mental health,” Rupley said. “It’s all connected.”
The Regis School of the Sacred Heart (United States)
In celebration of Bullying Prevention Month in October 2024, PK–8 grade students at The Regis School of the Sacred Heart collectively assembled a kindness chain to promote compassion and inclusion and spread awareness.
Before creating the kindness chain, the boys watched informative character education videos and had group discussion about being more inclusive and supportive of others. Once finished, each boy wrote one kind act they could do for someone else or the community on an orange strip of paper.
Afterward, the kindness chain was displayed in the Kelley Building, which houses our lower and middle school divisions, to serve as a visual reminder to respect others and work toward spreading joy, love, and positivity to our campus. It also reminded the boys of two of the five Sacred Heart Goals: Goal III (a social awareness that impels to action) and Goal IV (building community as a Christian value). Learn more.
Arnold House School (United Kingdom)
Know Yourself, Grow Yourself was this year’s theme for Arnold House School’s Well-Being Week, aligning with the UK’s Children’s Mental Health Week. Boys from pre-reception to year 8, along with staff across the school, took time to reflect on themselves and choose a word that best represented their character—one that contributed to our positive culture and strong sense of belonging. The culmination of this thoughtful exercise was a whole-school flag, symbolizing our shared values and unity. Learn more.
