18.03.2026

Social-Emotional Learning: how Beacon prepares students for life (SWBC)

.As an IB school, one of Beacon’s core pillars is holistic development and, consequently, the strengthening of students’ social-emotional skills. Through the Learner Profile and the ATLs (Approaches to Learning), both students and teachers are consistently challenged to go beyond conceptual knowledge.

In addition to the intentional work carried out by the pedagogical team in the classroom, these competencies are also developed through the Student Well-Being Center (SWBC), the school department dedicated to promoting student well-being. Its work is organized into two main areas: academic support and social-emotional learning. Social-emotional practices are structured through Social Emotional Learning (S.E.L.) classes, close collaboration with teachers, and targeted initiatives throughout the school year planned by the Counseling Team. All of these initiatives are integrated and aligned with the curriculum—both classroom-based and S.E.L.—fostering meaningful and contextualized learning.

More than a set of isolated initiatives, this structure organizes community life into a coherent and progressive system based on a central principle: relationships are also part of the curriculum. From this perspective, we explore some of the key pillars of social-emotional learning and community culture at our school.

Student agency: taking part in the community
At the heart of this structure is the strengthening of student agency—that is, the ability to actively participate in school life, take responsibility for relationships, and understand the consequences of one’s actions, whether positive or negative, engaging in restorative processes when needed.

For this to be effective, the training of the adults involved in students’ daily routines is essential, alongside initiatives that promote student leadership in building a healthy community. This is reflected in several programs:

• Beacon Buddies (from G3 onward): supports the integration of new students through peer mentoring, strengthening bonds and easing transitions.
• Peer Mediation Program: trains students to act as mediators in peer conflicts. After learning active listening, nonviolent communication, and mediation techniques, students facilitate dialogue and promote a culture of “upstanders, not bystanders.”
• Student Council: a democratic space where class representatives bring peers’ concerns and ideas to school leadership.
• Student-Led Clubs: clubs created and organized by students based on their academic, cultural, or social interests.
• Class Meetings and Restorative Circles: structured gatherings where students recognize each other’s strengths, discuss collective challenges, and build solutions together.

S.E.L. classes and relationships as a learning space
Beyond student agency, we understand social-emotional skills as something to be explicitly taught and practiced. The IB framework already emphasizes holistic development, including attributes of the Learner Profile—such as being balanced, principled, and open-minded—as well as key learning skills like communication, thinking, and social skills, making this an intentional part of daily planning.

At the same time, we ensure dedicated space for reflection on relationships and emotional development through Social Emotional Learning (S.E.L.) classes. In addition to individual support, school counselors promote learning through a structured, age-appropriate curriculum designed to develop these skills proactively.

The inherently collective nature of school life provides a rich environment for students to apply what they learn and reflect upon in class.

Restorative culture: learning through conflict
Living in a community naturally involves conflict—an inevitable part of any social environment. What sets a school apart is how these moments are transformed into learning opportunities through thoughtful mediation by educators.

At Beacon, restorative practices are part of the institutional culture. This means that every conflict, regardless of its level of severity, becomes an opportunity for students to understand the impact of their actions and take responsibility for repairing and resolving situations.

Unlike individual tasks that can be completed at one’s own pace, social and collective learning happens daily—through exchanging ideas, negotiating, disagreeing, compromising, and taking a stand. Each action plays a role in the learning process.

Our goal is to nurture responsible citizens who see diversity as an opportunity to enrich and expand both their own development and that of society. We aim to develop individuals who continue learning beyond graduation and broaden their impact on the world. In doing so, we fulfill our mission of combining academic excellence with the development of open-minded individuals who are prepared to face the challenges of the 21st century and contribute to building a more just society.

Tânia Terpins and Vitoria Calistrato