FINLEY WAY
CARLY GREENAWAY
TEACHER OF ART, HEAD OF LOWER SCHOOL WELLBEING
JUNIOR SCHOOL TEACHING ASSISTANT
As a teacher, I have often noted that classroom conversations among pupils are largely transactional: online gaming, sports fixtures, or looming exam pressures often featuring. While these conversations are important and feed a sense of community, they also skim the surface. I questioned whether there was a missed opportunity, some way in which we can help to channel pupil engagement towards deeper conversations. With the support of Dulwich College, I participated in the International Boys’ Schools Coalition (IBSC) 2023-24 Action Research Project. This year’s theme tackled the crucial issue of promoting positive masculinity by redefining traditional notions, fostering emotional wellbeing, and encouraging open dialogue. It aligned perfectly with my own desire to cultivate deeper conversations within my classroom, allowing me to research and implement an action plan to address this goal. Our school’s vibrant co-curricular program provided the ideal launchpad for this exploration. I established a Year 9 art club, where I hoped to create an atmosphere that was more relaxed than the conventional classroom. I wanted to foster a creative space where deeper conversations emerged organically. By using embroidery, a reputationally feminine form, I hoped to challenge conventional ideas of masculinity and create a safe space for boys to question societal expectations and delve into their identities. Each week, I crafted questions that bridged the gap between Year 9 Wellbeing lesson content and our art club activities. My aim was to gently nudge the boys towards conversation topics they might not typically instigate, such as masculine identity, societal pressures, and even relationships. A simple self-portrait task, for example, evolved into conversations about the limitations of stereotypes, particularly those based on gender or race. This flowed naturally into discussions about respectful behaviour expected online and offline. The wording of the prompts proved crucial. Instead of a generic “draw your home,” the prompt might be “draw a place that feels like home to you.” This subtle shift encouraged deeper Breaking the Silence Cultivating Deeper Conversations Among Boys Through Art
As human beings, we are constantly changing and evolving; sometimes we need a little help with this process. The world is coming to terms with the fact that being healthy and well is something we can no longer take for granted. Our understanding of health and wellness has also evolved: it is not a distant endpoint; it is an ongoing responsibility and a lifelong process. More importantly, it is unique to the individual. Our long-established approach to health care is founded on a reactive approach to illness. Sickness precedes treatment; symptoms inform the treatment method. Experts often refer to this as a ‘sick-care’ mindset — it burdens a health care system set up to deal with illnesses that have advanced to a critical state. In contrast, early- stage management and prevention require a shift in mindset to what has been termed ‘well-care’, a proactive approach to overall health and wellbeing. My aim is to be part of this shift for all colleagues across the College. My lifelong passion for health and fitness includes the physical, spiritual, emotional and mental aspects of wellbeing. A holistic view of wellbeing became more widely adopted during COVID. As the general understanding of wellbeing has developed, the next step is an exploration at a more granular level. My own understanding has developed in a range of areas: gut health; the restorative nutrition; breathing; meditation; mobility; hormone balance; and sleep to name a few. As a Level 3 sports massage and injury rehabilitation therapist, I have witnessed, first hand, the impact of neglecting these areas and the importance of finding a balance in all that we do. To further my own knowledge and expertise, I have undertaken the Health and Wellbeing qualification accredited by the Complimentary Medical Association. It explores new ways of thinking about wellness whilst offering tools and learning that can help individuals to transform. The journey takes a holistic approach and offers potentially life-changing methods of training the sub- conscious, alongside the day-to-day life hacks that can improve overall health and wellness, right down to The Wellness Wave Health, Wellbeing and Wellness in a School Environment
reflection, opening the door to discussions about family dynamics, cultural backgrounds, and personal aspirations. The impact was profound. Boys began confiding in each other about anxieties, aspirations, and struggles with societal expectations of masculinity. Their artwork became a tool for self-exploration and communication. With newfound support, they felt free to represent themselves explicitly or abstractly, mapping their identities onto the canvas. One student, inspired by the open environment, shared a personal experience of feeling pressured to suppress emotions. This sparked a heartfelt conversation about vulnerability and emotional expression. Witnessing these open discussions unfold was truly inspiring for me. The art club’s success has transformed my teaching. It revealed a clear need for deeper conversations with boys. They simply crave a nudge – a teacher who dares to ask bigger questions and who fosters a safe space for open expression. As open conversations became the norm in my classroom, even initially reluctant students found themselves included and actively participating. While directly replicating the art club might not work everywhere, its core ideas are adaptable. Integrating Wellbeing topics across the curriculum can be a powerful tool. One might consider weaving social, moral, spiritual, or physical considerations into lesson plans or using form time for open discussions. By nurturing a school-wide environment where boys feel safe expressing themselves with support from teachers, we empower them to explore their identities, develop emotional intelligence, and build strong connections with peers. This can normalise authentic self-expression for boys, leading to a more positive and inclusive learning experience for all.
a cellular level in the body. Once qualified, I can help staff explore areas of their life, including exercise patterns, relationships, career paths, food habits, dietary choices; understanding how we nourish these while analysing our own belief systems and ideals. My aim is to work with individuals to establish short-term and life-long goals and to support these until it becomes a self-managed progression. The initial focus will include: • the ability to self-manage • recognising one’s own motivations • understanding a commitment to a new lifestyle • establishing meaningful goals In the longer term, this project aims to form part of a global shift away from a sick-care approach to a well-care environment.
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