Building a Culture of Well-Being: The Transformative Power of Conversation in Schools

2024-02-25 05:10:00

According to the Guestalt Institute of Lima, in November 2023 there had been 10,347 cases of violence among students nationwide, and bullying was the main problem. This results in anxiety attacks, learning problems, depression and suicidal thoughts. Likewise, in the first part of 2023, cases of mistreatment of students by teachers doubled compared to 2022. We are talking regarding 3,168 reported cases, according to the Síseve platform.

The data, presented here, is only that reported. We know that good mental health and well-being are associated with greater school attendance, better academic performance and participation in classrooms (UNESCO, 2021). There is no doubt that our students need to develop a box of social and emotional tools not only to not be generators of violence, but to build healthy relationships, welcome others, and face unpleasant situations feeling capable of resolving them. “Problem resolution and emotion regulation are associated with better coping and resilience, a reduction in symptoms of depression and anxiety, and less substance consumption” (UNESCO 2021).

Knowing that children and young people spend between six and eight hours with us in schools, we have a responsibility to assume and an opportunity. It is clear that this problem needs a systemic approach that addresses its multidimensional nature. What I propose to you today is the humble contribution from my role as an educator, a kind of initial focus that guides educational centers and teachers.

The conversation: I want to highlight a frequently underestimated, but extremely important element, the transformative power of dialogue and the benefits of educating children in the art of conversation. Conversation is a powerful tool for building a culture of well-being. It requires the deployment of social and emotional skills, and trains children in conflict resolution. Visualizing a school daily life where conversation takes center stage is important. Children need to feel that their voices are heard and valued, allowing them to develop greater confidence in themselves and their communication skills.

Conversing is presented as a democratic exercise that encourages expression, the exchange of perspectives and the collaborative construction of thought. It facilitates the confrontation and expansion of ideas, stimulating curiosity and promoting active listening. In addition, a sense of humor plays a unifying role by reducing tensions, creating an environment conducive to open and honest dialogue.

Conversing is an exercise that makes differences a value in themselves and, in turn, highlights our differences. I remember the first time I heard a teacher say, in the middle of a heated discussion between children, “how wonderful, we have different points of view.” Attitudes that celebrate diversity of opinions encourage participation and avoid violence, generating a sense of belonging among students. Days later, a girl from that same group, during the reflection assembly, said: “We have all spoken, but we have not yet listened to Ignacio.” The conversation can be welcoming and inclusive.

The art of conversation is also revealed as a key tool for self-knowledge. Interaction with others challenges prejudices, modifies perspectives and enriches our understanding of life.

However, how much do we talk in schools? How curious are we adults to know the point of view of children and young people? How capable are we of renouncing our role in the conversation? How much do we talk with students regarding the topics that distress them, interest them, or want to understand? How much space do we give for “I feel that” or “I think that”? We need to be available to them and promote frequent spaces for group dialogue.

A culture of well-being is characterized by all those forms of coexistence that promote well-being for everyone. In this sense, conversation can be a fundamental pillar. Why do we enjoy talking so much? This might be a question to start our school year and a strategy to activate the circularity of the conversation that does us so much good.

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