https://doi.org/10.59132/viz/2026/2-3/60-63
V prispevku utemeljujemo teoretska izhodišča modela zdravja in dobrobiti v konceptu skupnih ciljev ter poudarjamo, da podpora dobrobiti učencev ni dodatna dejavnost, temveč temeljna sestavina kakovostnega šolskega dela. Dobrobit je razumljena celostno, kot telesna, duševna in socialna dobrobit. Šola ni le prostor usvajanja znanja, ampak pomemben razvojni kontekst, v katerem učenci oblikujejo odnos do sebe, drugih, učenja in skupnosti. Umestitev zdravja in dobrobiti med skupne cilje učiteljem ne nalaga novih nalog, temveč jasneje opredeljuje že obstoječe vzgojno-izobraževalno poslanstvo šole. Prispevek izpostavlja pomen podpornih odnosov, občutka pripadnosti, varnosti, samouravnavanja, avtonomije in kompetentnosti. Cilji dobrobiti se uresničujejo skozi predmetne vsebine, didaktične pristope, učiteljev zgled, vodenje razreda ter premišljene dejavnosti. Ključno sporočilo prispevka je, da mora biti podpora dobrobiti načrtno vključena v vsakodnevno pedagoško prakso.
Abstract
Supporting Student Wellbeing Is Not Add-On But Fundamental Component of School Practice
This article elaborates the theoretical foundations of the health and wellbeing model within the framework of common goals and emphasises that supporting student wellbeing is not an additional activity but a fundamental component of quality school practice. Wellbeing is understood holistically as physical, mental, and social wellbeing. School is not only a place of knowledge acquisition but also an important developmental context in which students shape their relationships to themselves, others, learning, and the community. Positioning health and wellbeing among common goals does not impose new tasks on teachers but more clearly defines the school’s existing educational mission. The article highlights the importance of supportive relationships, sense of belonging, safety, self-regulation, autonomy, and competence. Wellbeing goals are realised through subject content, didactic approaches, teacher modelling, classroom leadership, and thoughtfully designed activities. The key message is that support for wellbeing must be intentionally integrated into everyday pedagogical practice.