It was during the pandemic that we realised something needed to change at Strothoff International School, our small IB world school in Dreieich, Germany.

Previously, we offered our 400 or so pupils standard 15-minute ‘homeroom’-style start-of-day check-ins. Pupils would often miss these sessions or arrive late, and we had no means of knowing if those who did attend found them helpful.

Recognising that, despite strong academic outcomes, many pupils struggled with anxiety, social pressures or emotional issues, we set about changing our focus on the nurture of our young people - which, after all, is just as important as academic outcomes.

To do this, at the start of 2020, we launched what we called the CARE (Creativity, Agency, Responsibility and Empathy) programme. This now forms the bedrock of our pastoral framework.

What’s changed

Perhaps the biggest shift is that, rather than a rushed 15 minutes at the start of the day, a dedicated 45-minute CARE slot is included four times a week in the Middle Years timetable, and twice a week in the Diploma timetable.

Each class is assigned a CARE teacher who serves not only as a mentor, but also as the first point of contact for academic, social and emotional concerns.

These teachers are carefully selected based on their interest in wellbeing education and their ability to foster trust, build rapport and support students with compassion. They also receive training and guidance from our two CARE heads, and meet fortnightly to exchange resources and work on developing projects for the students.

They work with pupils to explore their identity, reflect on their growth and develop interpersonal and intrapersonal skills.

What we cover

The sessions cover a raft of age-appropriate topics, including healthy relationships, mindfulness, conflict resolution, drug awareness, service-project planning, moral dilemmas and emotional regulation.

CARE teachers are also supported by school counsellors, safeguarding leads, learning support staff and coordinators to assess how each child is faring. This involves weekly tracking meetings to share insights on students’ wellbeing.

These meetings often lead to personalised support plans, such as adjusted academic workloads to support students with anxiety, or development sessions teaching self-management and organisation skills, if identified as helpful.

Progress and cultural shifts

Despite it now being embedded in the school, it’s fair to say that, in its early stages - particularly during Covid-19 - CARE faced some resistance.

Students initially struggled to see the value in a non-graded course but, over time, understood that it helped them to grow together as a team and get to know each other and themselves. They were also given time to work on their service projects within CARE.

Furthermore, when interviewed by the accreditation evaluators, they expressed the fact that they now enjoy CARE lessons, which have become an important part of their daily lives at school.

Since then, the programme has also been commended by parents, staff and accreditation agencies, and is frequently cited by prospective families as a reason for choosing the school.

Challenges to overcome

Even with wider buy-in, however, certain challenges remain.

Time allocation, in particular, is a constant battle, with CARE often the first thing to be sacrificed during busy academic periods. Advocating for its importance and protecting its timetable slot has therefore required persistence.

The school has also worked to remain responsive to the change in student needs. Social media trends, peer pressures and societal shifts continually influence the curriculum, requiring constant resource updates and student input.

Looking ahead

Five years on from the first CARE lessons, we are proud of what we have achieved - but know there is much more we can do.

We are planning more student-led assemblies, cross-age house collaborations, and targeted parent involvement in wellbeing topics such as social media use, online safety and resilience.

Another key ambition is to individualise the CARE experience, giving students more tools for reflection and emotional growth.

Reflection journals and self-assessment tools are being explored as part of a broader effort to help students track and articulate their development.

Finally, we hope that by sharing resources and practices with other IB schools and educational networks, we can help others benefit from our insights, as part of our values and vision centring on developing successful students in a caring and sustainable community - together.

Julia Campbell-Ratcliffe is head of secondary school at Strothoff International School in Germany