Why the happiest children often achieve the most

Every parent wants their child to be happy, and to learn and grow.

The best schools understand that how closely these are all connected.

Research from around the world shows that students who feel safe, supported, and confident are more likely to engage in learning, perform better academically and develop the resilience needed for long-term success.

At Nord Anglia's schools, wellbeing is not an extra programme or a standalone initiative. It's the foundation that helps children thrive.

The confidence to take on challenges

Children learn best when they feel secure.

At The British School of Beijing, Shunyi (BSB Shunyi), wellbeing starts with ensuring every child feels safe, known and valued.

“Wellbeing cannot sit at the edge of school life as a set of occasional initiatives,” says Bevan Graham, Principal of BSB Shunyi. “If we are serious about learning, we also have to be serious about the conditions that allow children to learn well. A child who feels safe, understood, and connected to their school community is much more likely to take intellectual risks and embrace new experiences.”

Strong pastoral care, meaningful relationships with teachers and opportunities beyond the classroom help students develop confidence and self-belief.

“These are not separate parts of the school experience,” says Graham. “When these aspects work together, children begin to feel that they belong, that they matter, and that they have something valuable to contribute.”

That sense of belonging matters.

Children who feel secure are more willing to stretch themselves, whether that means tackling a difficult maths problem, trying a new sport or performing on stage for the first time.

“We have undertaken a lot of work around challenge and there is a sweet spot,” says Graham. “There is a balance to get right. We do not want children to feel panicked or distressed, but nor do we want them to remain in a comfort zone where they are not growing. The role of the teacher is to know each child well enough to judge when to support, when to encourage and when to stretch.”

The goal is not to remove challenge. The goal is to help children develop the confidence to embrace it.

Every child has a superpower

For many parents, academic success remains important. But great schools recognise that achievement looks different for every child.

At NAS Guangzhou, Principal Lin Lin Yang takes a highly personal approach.

“I know their hobbies, interests, and their attainment,” she says. “I interview each student about their ‘superpower’. Some might love academics while another might be very knowledgeable about motorcycles. I have students who love dance or like to go horse-riding or hiking. They are all important parts of the whole child.”

This belief is increasingly important for families seeking an education that develops character, confidence and future-ready skills alongside academic achievement.

When children feel recognised for who they are, not just for their grades, they are more likely to develop a positive sense of self and a genuine love of learning.

Listening to students

Understanding wellbeing requires more than good intentions.

Many schools now use wellbeing data to identify concerns before they become problems.

At BSB Shunyi, surveys revealed higher levels of anxiety among female students than expected. Further investigation identified a concentration of assessments at certain points in the term.

The solution was simple: a coordinated assessment calendar to help avoid unnecessary pressure.

Small changes can make a significant difference when schools actively listen to students.

Learning to make a difference

Wellbeing is also strengthened when children feel connected to something bigger than themselves.

At NAS Guangzhou, students volunteer as online tutors for children in remote communities across China. They also raise funds for educational resources and visit their partner communities during school holidays.

“They volunteer as online tutors every week,” says Yang. “They fundraise for equipment and on holidays they visit different locations to meet their online students. Through it, students realise they can make a difference to those children. It makes them feel connected and it’s so good for their wellbeing.”

Experiences like these help students develop empathy, perspective, and a sense of purpose — qualities that remain valuable throughout life.

Preparing children for life, not just exams

Academic results matter.

But success at university, in careers and in life requires more than knowledge alone.

Young people need resilience when things do not go to plan. They need confidence to embrace new opportunities. They need self-awareness, communication skills and the ability to work with others.

Schools play a critical role in helping children develop these qualities.

“We say to our parents,‘Avoid comparing your children to other children. They are their own person,’” says Yang.

One NAS Guangzhou student discovered a passion for drama and pursued it throughout school. That passion eventually led to an offer from a leading UK university to study performing arts.

This journey is a reminder that every child has a different path to success.

As Yang puts it:“We want children to think of themselves as a whole person. Not just a learner sitting in a classroom.”

Discover how Nord Anglia Education prepares students for the future.