School Wellbeing Programs
Delivered in English | Global Experience | Designed for international schools
Structured, evidence-based wellbeing and mindfulness programs supporting emotional regulation, positive behaviour, English language proficiency and academic performance.
Our Story
Chelsea Joy designs and delivers structured wellbeing programmes for schools, drawing on experience across Australia and Italy. Her work focuses on emotional regulation, nervous system literacy, and behaviour support within structured learning environments.
She has collaborated with schools, councils, and community organisations to develop programmes that are practical, inclusive, and aligned with institutional needs.
All programmes are delivered in English and designed to integrate smoothly into international school contexts without adding pressure to staff. Programmes are designed with sensitivity to internationally mobile student populations, including transitions, cultural adaptation, and changes in learning environments.
PROGRAMME STRUCTURES
CLASSROOM
SESSIONS
SMALL GROUP
PROGRAMMES
MOVEMENT& REGULATION ACTIVITIES
TEACHER SUPPORT SESSIONS
COMMUNITY OUTREACH
Our Clients
Previous collaborations with schools, councils, and community organisations.
The Challenge
Across international school environments, educators are responding to increasingly complex emotional and behavioural needs that directly affect learning, classroom functioning, and staff capacity.
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Increased emotional dysregulation impacting attention, behaviour, and learning readiness
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Rising levels of anxiety, restlessness, and difficulty with sustained focus
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Behavioural challenges that disrupt classroom flow and reduce instructional time
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Increased demands on teachers’ emotional and cognitive load
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Parental concern around wellbeing, academic performance, and resilience
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Frequent transitions, cultural adjustment, and mobility affecting emotional regulation and classroom stability
Schools are seeking structured, practical programmes that support regulation and behaviour without adding burden to staff or disrupting academic priorities.
Age Groups & School Context
Children (6-8 years)
Supporting early self-regulation and attention through age-appropriate practices that help children settle their bodies, follow routines, and engage more consistently in the classroom.
Sessions focus on foundational regulation skills that support learning readiness, classroom participation, and positive behaviour in structured school environments.
Children (9-12 years)
Strengthening self-regulation, sustained attention, and emotional awareness during a key stage of cognitive and social development.
Students build skills associated with executive functioning, behavioural responsibility, and adaptability, supporting academic engagement, collaboration, and classroom performance.
Educators & Parents
Providing educators and parents with practical, evidence-informed strategies to support regulation, stress management, and emotional balance across school and home contexts.
Sessions focus on sustainability, shared language, and boundary clarity, supporting calmer classrooms, consistent expectations, and improved learning conditions without increasing workload.
Outcomes for Students
Outcomes are designed to support learning readiness,
classroom engagement,and academic performance.
Students develop:
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improved emotional regulation
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increased ability to settle and focus
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better behavioural self-management
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greater self-awareness and emotional vocabulary
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readiness for learning and academic engagement
Why Schools Choose This Program:
Schools choose this programme because it offers:
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clear structure with defined outcomes
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a nervous-system-informed approach rather than behaviour control
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developmentally appropriate delivery
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English-language alignment with international curricula
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support for teachers without increasing workload
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an experienced facilitator familiar with institutional settings.
This is not generic mindfulness or yoga, but a programme designed for real school environments.
Programme Formats
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Assemblies
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Classroom workshops
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Small group sessions
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Teacher wellbeing sessions
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Optional parent workshops
Outcomes for Parents
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emotional skills carried into home life
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improved communication
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reduced escalation
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reassurance through structured school support
Outcomes for Teachers
& Schools
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calmer classroom environments
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reduced behavioural disruption
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shared emotional language
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practical tools aligned with school frameworks
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support without additional burden
Methodology & Approach
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trauma-aware, non-clinical approach
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body-based and developmentally appropriate
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mindfulness framed as regulation and attention
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inclusive of neurodiversity and different learning needs
Experience
& Credibility
Chelsea Joy Arganbright & Team
Chelsea Joy brings a multidisciplinary background in psychology and sociology, with experience designing and delivering structured wellbeing programmes for children and school communities across Australia, the United Kingdom, and Europe.
Her work focuses on translating evidence-informed principles of emotional regulation, nervous system literacy, and social development into practical, age-appropriate programmes that function within real classroom environments.
Chelsea has developed and delivered programmes in collaboration with schools, councils, and community organisations, supporting students, educators, and families through structured interventions that prioritise learning readiness, behavioural regulation, and sustainability for staff.
Now based in Northern Italy, her work supports international, Montessori, and private schools across Italy and Switzerland, with programmes delivered in English, and adapted to the needs of internationally mobile school communities.
What Informs the Programme Design
Programmes are designed with a focus on:
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developmental appropriateness
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nervous system regulation
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behaviour support within learning environments
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sustainability for educators and school systems
