In a way, PWB is more of a positive psycho-social process that depends both on internal mental processes including thoughts, feelings, emotions, perceptions and meaning making, and external social processes like supportive social networks, community, family and interactional environment.
Basically, the physical-materialistic (resources), bio-physical, psycho-social and spiritual aspects of well-being are integrally related, and it is not helpful to try to separate them in any educational programme development.
If the classroom environment is does not uphold PWB, the following psychosocial harms are caused to students - the community of learners - loss of inclusivity of diverse students; loss of self-esteem amongst the community members; loss of dignity amongst learners; a loss of cohesion amongst members; creation of an atmosphere of mistrust, stigma or conflict in a community; and drop-outs or push-outs of members of the learning community.
The lesson from the conference is that our institutions and classrooms need to be revamped to make a shift towards PWB-promoting learning environment to create students who are happy human beings and better professionals.
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