ABSTRACT
For years, wellbeing was seen as the absence of mental health problems. Therefore, when students didn’t have depression, they were deemed to be mentally healthy. However, despite an all-clear diagnosis, they often struggled with their exams, found it difficult to cope and developed pathologies that hindered them in the future. Recent wellbeing research is showing that mental illness and mental health are often independent from each other. A student who is dealing with bereavement may start experiencing symptoms of depression. However, if at the same time, he has a well-developed armour of mental health, he will be able to bounce back from his adversities faster and his depression might not be as debilitating. Therefore, it is important to create students’ awareness of not only to the concepts of depression, anxiety, self-harm and other pathologies, but also provide them with tools on how they can protect themselves from them. The current chapter reviews the current wellbeing models that will help teaching professionals understand the concept of wellbeing at a more comprehensive level and which they can use when creating wellbeing programmes in their schools.
