Student well-being has become one of the most talked-about topics in education, and for good reason. Schools everywhere are recognising the importance of supporting their people’s mental health, confidence and sense of belonging. But even with the best intentions, there are still plenty of misunderstandings about what well-being actually means.
These misconceptions can sometimes lead to missed signs, misplaced blame, or well-being initiatives that don’t quite hit the mark. Understanding the truth about student wellbeing helps teachers, parents, and schools provide the right kind of support, so every young person can truly thrive.
Let’s explore some of the most common myths and how we can reframe our approach to wellbeing in schools.
Misconception 1 – Student well-being is only about mental health
When we talk about wellbeing, many people immediately think of mental health conditions such as anxiety, depression or stress. While there are important aspects, student well-being is so much broader than that.
True well-being is about how a young person feels, functions and connects with the world around them. It includes:
- Emotional well-being – feeling safe, valued and able to express emotions in a healthy way
- Physical wellbeing – having good energy, sleep and access to regular movement and outdoor time
- Social wellbeing – forming positive relationships and feeling a sense of belonging at school or in their friendship groups
- Purpose and confidence – believing in their abilities and having goals or a sense of direction.
If schools focus only on mental health interventions, they risk overlooking the everyday experiences that shape wellbeing, things like friendships, teamwork, play and the joy of discovery.
For example, a day spent outdoors learning through adventure can have as much impact on wellbeing as a classroom-based workshop. That’s why a balanced approach that includes social connection, physical activity, and self-discovery is key.
Misconception 2 – You can spot wellbeing challenges just by looking
It’s easy to assume that a student who seems quiet, withdrawn, or emotional might be struggling, while someone who’s chatty, confident or achieving higher grades must be fine. But in reality, well-being challenges aren’t always visible.
Many young people become skilled at masking their feelings. Some may smile through anxiety, others may use humour or distraction to avoid showing vulnerability. It’s why teachers and parents sometimes describe being shocked when a seemingly happy student suddenly opens up about deeper struggles.
The truth is, well-being is often about changes rather than static traits. Some useful things to notice include:
- Shifts in engagement – a student who used to love participating suddenly becomes quiet or disinterested
- Changes in social habits – spending more time alone, or suddenly seeking constant reassurance.
- Mood fluctuations – unusual irritability, tiredness, or emotional outbursts that don’t have an obvious cause.
None of these signs is guaranteed to be a sign of poor well-being, but they are indicators worth checking in on. The key is to create an environment where students feel comfortable talking, and even when they’re not okay.
Misconception 3 – Poor behaviour always means poor wellbeing
When students act out, it’s easy to view it as defiance or a lack of respect. But behaviour is often a form of communication. Sometimes, it’s a sign that something deeper is going on.
A student who’s disruptive in class might be struggling to manage anxiety, frustration or embarrassment about finding work difficult. Another who’s constantly on edge might be coping with stress at home or feeling isolated socially. Even disengagement, staring out the window or reducing participation can be a protective response when a student feels overwhelmed.
Rather than jumping to discipline, it helps to ask ‘what might this behaviour be telling us?’
- Is your student tired, hungry or under pressure?
- Do they feel misunderstood or overlooked?
- Could they be testing boundaries because they’re seeking connection or control?
Recognising that behaviour often stems from unmet needs allows teachers and staff to respond with empathy rather than frustration. In many cases, activities that encourage teamwork, trust and communication, like outdoor challenges, can help students build healthier coping mechanisms and rediscover a sense of belonging.
Misconception 4 – Recovery or Progress should be quick
When a student begins to open up about their wellbeing or receives support, it’s natural to hope for rapid improvement, but wellbeing isn’t linear.
Recovery, resilience and confidence take time, and it’s a marathon for progress to come with its ups and downs. Expecting students to ‘bounce back’ too quickly can unintentionally make them feel like they’re failing, even when they’re doing their best.
For example:
- A student who’s been anxious about speaking in class might take weeks to feel ready – and still have off days
- Another who’s returning after burnout might appear fine for a while, then suddenly withdraw again
This doesn’t mean support isn’t working; it means the student is learning to manage their emotions over time, with the right tools and encouragement.
The most effective well-being approaches are those that provide ongoing, consistent support through trusted adults, friendships and opportunities to develop resilience in low-pressure settings. That’s why schools that integrate well-being into everyday life, rather than treating it as a one-off topic, tend to see the strongest results.
Misconception 5 – Wellbeing struggles mean someone is to blame
When a young person struggles, it’s common for parents or teachers to feel like they’ve failed them somehow – but that couldn’t be further from the truth. Well-being challenges are complex and rarely anyone’s fault.
Many factors influence how a student feels, from social dynamics and academic pressure to personality and life at home. Blaming individuals, whether that’s the student themselves, a parent or a teacher, only adds to the stigma surrounding mental health and wellbeing.
Instead, it’s far more helpful to approach wellbeing as a shared responsibility. Creating a culture of openness, empathy, and curiosity can make a real difference:
- Teachers modelling self-care and honest reflection show students that it’s okay to talk.
- Peers supporting one another reinforce belonging.
- Families working alongside schools strengthen consistency and trust.
What is true student wellbeing?
Real student wellbeing is about balance, connection and self-understanding, helping young people feel grounded in who they are and confident in how they interact with the world around them.
When well-being is strong, students are better able to learn, form relationships, and respond positively to challenges. It shows up in subtle, everyday ways that often go unnoticed but make a huge difference over time.
Here’s what genuine student wellbeing tends to look like in action:
- They feel safe to be themselves and to express their thoughts or worries.
A healthy school environment is one where students feel they can speak openly without fear of judgment or embarrassment. This might mean being comfortable asking for help when they don’t understand something, admitting when they’re struggling, or sharing their ideas with confidence.
For example, a student who once hesitated to contribute might gradually start raising their hand in class discussions not because their worries have disappeared, but because they trust they’ll be listened to and respected.
- They have supportive friendships and feel part of their school community. Belonging plays a huge role in wellbeing. When students feel included and valued, they’re far more likely to engage in lessons, show empathy towards others, and take pride in their school life.
Schools that encourage teamwork, mixed-group activities, and peer mentoring often see a noticeable improvement in relationships. Something as simple as group challenges, shared goals, or community projects can give students a sense of purpose and connection that extends beyond the classroom.
- They’re curious and motivated to learn, even when they find things hard.
Wellbeing doesn’t mean never feeling frustrated or challenged — it means having the confidence to keep going despite those feelings. A student with good well-being will often approach difficult tasks with curiosity rather than fear of failure.
You might see this when a student perseveres through a tricky maths problem, volunteers to try something new in PE, or takes on a leadership role in a group project. That willingness to engage and experiment is a strong indicator of resilience and self-belief.
- They can recognise and manage their emotions, seeking help when they need it.
Emotional regulation is at the heart of well-being. Students who are supported in understanding their feelings are better equipped to handle disappointment, stress, or conflict.
This might look like a student taking a few deep breaths before reacting, asking a teacher for a break when they feel overwhelmed, or reflecting on what went wrong after a disagreement. These small acts of self-awareness show a growing emotional maturity that benefits every area of their life.
When schools nurture these qualities through trusted relationships, creative outlets, and space for reflection, they’re building resilience that lasts far beyond the classroom.
Adventure-based learning, creative projects, and teamwork opportunities all play a huge part in this. Activities like team problem-solving challenges, outdoor exploration, or reflection sessions after group tasks help students:
- See their strengths in new situations
- Build confidence through real achievement
- Understand how cooperation and empathy support success
By giving students a chance to step outside their usual environment, they can discover new aspects of themselves, and that’s often where real wellbeing begins to grow.
How PGL’s THRIVE! programme supports student well-being
At PGL, we believe wellbeing grows when students feel confident, connected, and capable, and that’s exactly what our THRIVE! programme is designed to achieve.
THRIVE! combines adventure, reflection and teamwork to help students build resilience and develop essential life skills. Through outdoor challenges and guided activities, students spark breakthroughs in:
- Adapting: Managing wellbeing; “I have routines to manage my wellbeing”
- Planning: Prioritising; “I order and prioritise tasks to achieve goals”
- Patience: Focused; “I stay calm and focused by being present”
- Reflection: Self-confidence; “I reflect on my experience in self-belief”
Every activity is designed with wellbeing in mind — encouraging students to understand their emotions, recognise their strengths, and see that growth often comes from facing challenges together. Our THRIVE! programme is Impact Level 3 accredited, meaning it successfully provides students with the chance to apply and practice the essential skills that they have learnt.
Whether you’re looking to support mental health, boost confidence, or strengthen classroom relationships, this thoughtfully designed programme offers students a structured and uplifting way to help students flourish — inside and outside the classroom.
Enquire today to find out how THRIVE! can benefit your students, and how they can return to school more confident, connected and ready to take on new challenges.
