How student wellbeing supports academic development over time

Great teachers understand that learning is not driven by knowledge alone. The way a student approaches a challenge, responds to feedback, or perseveres when something feels difficult often tells us just as much about their progress. Over time, these behaviours reflect the relationship between student wellbeing and academic development, and how both evolve together throughout a child’s education. 

At the British International School Hanoi (BIS Hanoi), progress is understood as something broader than test results alone. Teachers assess carefully students' development academically, socially, and emotionally as they move through different stages of the school. 

Rebecca Carroll, Principal, explains that learning progress isn’t a neat upward trajectory. “Children can move through periods of rapid progress followed by times where they consolidate what they have learned,” she says. “What may appear to be a pause is often when students are deepening their understanding before moving on to the next phase.” 

Understanding this pattern helps teachers and parents interpret academic development more accurately, and teachers at BIS Hanoi are highly skilled and communicating this with parents. 

 

Looking beyond grades to understand development 

While schools monitor attainment closely, academic growth involves more than progressing to the next year level. Teachers also observe how students approach learning. Curiosity, independence, resilience, and collaboration all influence how effectively students engage with academic challenges; all the while being mindful that children develop at different rates across different areas of learning. 

“Every child develops in their own way,” Rebecca explains. “Some students progress quickly in certain areas, while others need more time to consolidate their understanding before taking the next step.” 

Recognising these differences allows teachers to provide the right balance of support and challenge. Teachers at BIS Hanoi are highly skilled at personalizing learning for students in every lesson, in a variety of ways. Students who are ready for extension and depth can move further ahead, while others may practise their fluency before progressing. 

This balanced approach helps maintain steady academic development without placing unnecessary pressure on students. 

 

How schools monitor student wellbeing and learning 

Quizzes, retrieval practice, and questioning are all built into learning to ensuring students are making progress. There is a place for formal assessments at planned places throughout the year.  

Rebecca explains that BIS Hanoi looks at development across several areas that support learning. 

“When we talk about progress, academics are crucial, but the holistic education we provide at BIS Hanoi, means we are invested in the progress and development of the whole child. There is also focus on the social, emotional, behavioural, and physical development,” she says. “In the early years foundation stage, children work towards developmental goals that build strong foundations for future learning.” 

These early developmental stages play a key role in long-term academic development. Skills such as language development, physical coordination, and emotional regulation all support later learning. 

Teachers monitor these areas through classroom observation, ongoing assessment, and everyday interactions with students. This allows them to build a fuller understanding of how each child is progressing. 

By looking at the whole child, teachers can support both student wellbeing and academic growth at the same time. 

 

Helping parents understand progress more clearly 

For parents, interpreting progress can sometimes feel confusing. A single progress report or assessment result may not fully capture how a child is developing. 

Rebecca explains that BIS Hanoi aims to communicate progress in a more holistic way. 

“When we report to parents, we talk about academic attainment, but we also discuss effort, attitude, and the habits students are developing as learners,” she says. “Learning is not only about outcomes. It is also about the effort and the process that students make.” 

These conversations help parents understand the broader picture of their child’s development. Over time, parents may notice changes in how their child approaches learning. Students may become more independent, ask deeper questions, or show greater persistence when tackling challenging work. 

These behaviours often indicate that both student wellbeing and academic capability are developing together. 

 

Supporting long-term academic development 

When student wellbeing and academic development are supported together, students are better prepared to succeed throughout their education. 

At the British International School Hanoi, teachers aim to create an environment where students feel confident to explore ideas, take intellectual risks, and develop a genuine interest in learning. This combination of strong academic teaching and supportive relationships allows students to grow steadily as learners. 

Over time, students build the knowledge, habits, and resilience needed for future academic study and personal success. 

Families who would like to understand more about how BIS Hanoi supports student wellbeing and academic development are always welcome to speak with the school’s academic leaders about how students are guided throughout their learning journey.