Getting Mindfully Well

Project kits

6 December 2023

This project kit aims to promote awareness about emotional and physical well-being, and collaboration among young pupils from different schools around Europe.

group of high school students walking together and smiling

This project kit aims to promote awareness about emotional and physical well-being, and collaboration among young pupils from different schools around Europe. Through engaging and interactive activities related to emotions and well-being, young learners will connect with peers, express their feelings, and work together in a supportive and inclusive environment to develop a toolbox/kit that can be used to support their well-being.

Objectives

Enhance and promote knowledge on well-being
Foster social-emotional development in primary school pupils

Introduction of partners

Playlist: Pupils create a collaborative playlist. Each pupil adds a song that makes them feel happy when they feel down. This allows pupils to learn something about each others culture and get to know more about each other in an informal manner.

Friendship bracelets: Pupils make friendship bracelets with thread. Each pupil makes one for another pupil in the partner class. While they make the bracelets, teachers put on the playlist they made with the other class. The teachers record the pupils explaining who they made the friendship bracelets for, why they chose those colours, and which song they put on the playlist. Teachers can put these videos on TwinSpace and encourage pupils to watch these friendship videos. Pupils send their friendship bracelets by post to the partner school when finished. If possible, they can show the unboxing on videochat.

Orientation

The class discusses what well-being means to them. Teachers can briefly explain that this word is used to describe being happy, comfortable and just feeling good overall. They ask the class about things in their lives that make them feel good. To help pupils visualise this, teachers can draw three linking circles on the board, labelling them, Happy, Comfortable and Healthy. Things that make pupils feel both happy and comfortable can be written in the spaces within the cirlces that overlap.

For example: Going for a walk can make you feel happy, and it is good for your health. It does not matter if pupils are unsure where things go, they are simply encouraged to think about different things that affect their well-being.

Glitter Jar:

Create a ‘Glitter Jar’ in a classroom activity in which pupils mix clear glue, hot water, food colouring, and different items (like glitter and emojis) in a sealed jar. Discuss with pupils why emotions swirl in the jar during distressing events (give examples), and how stillness reflects a clear mind, encouraging mindfulness. This hands-on activity teaches emotional management, and preparing the jar is the only in-class step.

Communication

The well-being kit:

Pupils will form small international groups (4-6 groups) to create a collective ‘well-being kit’ for their peers. Pupils will introduce themselves and during the second online meeting they will work together online to decide on the contents of the kit, which can include games, stories, playlists, meditation videos, and book lists. Younger pupils may receive guidance from their teachers, who can suggest topics for the kit, while the pupils can contribute activities accordingly.

Collaboration

Pupils will collaboratively create a ‘well-being kit’, using online tools such as or . Pupils will agree on the contents and share the link on TwinSpace for peer feedback. The kit may include a yoga/meditation playlist, a student-written story on well-being, or quick workouts. Parents with expertise (e.g., yoga instructors, therapists) can contribute insights on managing emotions and communication. This activity encourages interaction and a shared objective, promoting awareness of well-being among pupils.

Evaluation & Assessment

Pupil peer review:

Pupils rate each group members’ contribution based on a rubric provided by teachers. The rubric should reflect the contributions of the pupils, their collaboration in the group, their strong points and skills they could improve on.
Groups give an online presentation on how they worked together in their team, and explain which tools they included in their kit and why. Additionally, they explain why they think this kit will support well-being. This activity will be used for teacher evaluations but pupils will also give feedback after the presentation.

Teachers evaluation: Pupils’ work is evaluated by teachers using a collaborative rubric that is available on the TwinSpace website. Regular check-ins and peer evaluations throughout the project provide continual assessment and peer accountability. Teachers provide both individual and group evaluation after project presentations based on the rubric's requirements, encouraging discussion. The next step is for pupils to define project improvements, continuously improving their work.

Follow up

All the well-being kits will be saved and shared on TwinSpace. To inform parents and schools, a newsletter can be created on the process of the project, with a guest link to the TwinSpace platform in order for schools and parents to see the end result.

Additionally, pupils can hold a workshop for other pupils in their school to show them how the toolbox works and why it is important to use the toolbox and how it can improve their well-being. For example, pupils can give a yoga lesson to their fellow schoolmates or show them a breathing exercise.

Additional information

Age from:

7
Age to:

11
Difficulty:

Intermediate
Education type:

School Education
Target audience:

Teacher

Student Teacher

Head Teacher / Principal

Teacher Educator
Target audience ISCED:

Primary education (ISCED 1)

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