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In this episode, I speak with David Ingram, Founding Head of College at Dulwich College Shanghai Puxi about:
How his experience as a police constable in County Durham shaped his approach to education and student wellbeing
The importance of establishing \"trusted adults\" for every student and how to systematically ensure this happens
Building a comprehensive wellbeing framework that addresses academic, social, emotional, mental and physical dimensions
Moving from seeing wellbeing as a \"strategic priority\" to a long-term \"strategic commitment\"
A nuanced approach to smartphones in schools that balances innovation with appropriate boundaries
Key takeaways:
Trusted adult relationships: Dulwich increased from 85% to 100% of primary students having a trusted adult by explicitly discussing this concept with both students and staff. They also recognized that trusted adults might be admin staff rather than just teachers.
Comprehensive wellbeing frameworks: Working with positive psychologist David Bott, Dulwich developed a holistic approach to wellbeing that includes regular audits across multiple dimensions, allowing for systematic identification of areas for improvement.
The AS Steer tool: This assessment tool helps identify students who present as being fine but may be struggling internally, allowing for proactive rather than reactive intervention.
Smartphone policies: Rather than implementing a total ban, Dulwich restricts phone use during the school day while still embracing technology through innovative AI initiatives, creating a balanced approach that prepares students for managing technology in their future.
Collaborative approaches: The success of Dulwich's wellbeing strategy relies heavily on collaboration across their school network and with external experts.