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Join our global citizen movement as we urge governments to include a new wellbeing class into the traditional educational program. 

Get involved:

Our global strategy

Given that education falls under national interest, we are unable to push for amendments in an international statute. Hence, we join forces with a global team of international ambassadors to drive change within our own nations:

A global community of 197 active members:
1 ambassador from each country or state.
 Each member acts as an ambassador in name of the project and petitions its countries government and its policy makers in the education and health department to implement a wellbeing class into the national educational program.

Why a wellbeing class in our global educational program?

We believe in a holistic vision that educating wellbeing should be part of the spectrum of necessities of the educational program.

Having lack of knowledge of our own nature and what causes needles suffering is what makes us suffer. With more understandings and tools to work with, we become more aware of what’s causing us to suffer and thus we can better protect us from it.

 

90% of children go to school which makes the educational system a very

We have to rethink what is really necessary to teach children, as the world is rapidly changing and doesn’t stop to do so.

More than ever, we need to think ahead of the complex issues that make us human and create an environment that is fruitful for our wellbeing.

With all the recent and upcoming challenges and stress inducing factors such as the ever changing technological revolution, global warming, our own complex minds,

there lay many uncertainties ahead for the next generations to come.



In respect to our human fundamental rights to- education, -health and equality, we see the necessity to bring a wellbeing class as a part of the broader spectrum of the educational program:

  • The right to education: To have the right to be educated not only about subjects of the world, but also to gain knowledge on important subjects that promotes healthy development and that prevents unnecessary future suffering. As we have classes such as mathematics, biology, history and such where we learn about the world, we believe that implementing a new class that focusses on everything regarding being human is of the highest necessity in our development and adolescence. This class should prepare our youth for the many challenges we encounter in our adult lives which eventually leads to more wellbeing. 

  • The right to health: To have the right to be educated on all aspects regarding health. As human beings, we strive for a least amount of suffering-, and the most amount of wellbeing in our lives. Knowledge on this topic should be part of our fundamental rights.
     

  • The right to equality: To have the right to be educated on health and wellbeing, regardless of the social & economic inequality. 

 

We're advocating for this new class to be mandatory, where the access to proper knowledge on wellbeing is seen as a fundamental right, and a duty of society to provide this material to our youth to minimize the suffering - and maximize the wellbeing, of each member of society.

 

As awareness around mental health has been rising, the next step to educate the next generations on these matters is a logical continuation in the process of more wellbeing for humanity.

We're advocating for a course that is layed out organically in synchronization with the development of the student. The goal is that by the end of the studies, the adolescent has learned many tools and can always refer back to the curriculum as they keep the course with them, even after graduating. 

Our active ambassadors by country or state

Europe

  • Albania

  • Andorra

  • Armenia

  • Austria

  • Azerbaijan

  • Belarus

  • Belgium

  • Bosnia and Herzegovina

  • Bulgaria

  • Croatia

  • Cyprus

  • Czechia/Czech Republic

  • Denmark

  • Estonia

  • Finland

  • France

  • Germany

  • Greece

  • Hungary

  • Iceland

  • Ireland

  • Italy

  • Latvia

  • Liechtenstein

  • Lithuania

  • Luxembourg

  • Malta

  • Moldova

  • Monaco

  • Montenegro

  • Netherlands

  • North Macedonia

  • Norway

  • Poland

  • Portugal

  • Romania

  • Russia

  • San Marino

  • Serbia

  • Slovakia

  • Slovenia

  • Spain

  • Sweden

  • Switzerland

  • Turkey

  • Ukraine

  • United Kingdom

USA

  • ​Alabama

  • Alaska

  • Arizona

  • Arkansas

  • California

  • Colorado

  • Connecticut

  • Delaware

  • Florida

  • Georgia

  • Hawaii

  • Idaho

  • Illinois

  • Indiana

  • Iowa

  • Kansas

  • Kentucky

  • Louisiana

  • Maine

  • Maryland

  • Massachusetts

  • Michigan

  • Minnesota

  • Mississippi

  • Missouri

  • Montana

  • Nebraska

  • Nevada

  • New Hampshire

  • New Jersey

  • New Mexico

  • New York

  • North Carolina

  • North Dakota

  • Ohio

  • Oklahoma

  • Oregon

  • Pennsylvania

  • Rhode Island

  • South Carolina

  • South Dakota

  • Tennessee

  • Texas

  • Utah

  • Vermont

  • Virginia

  • Washington

  • West Virginia

  • Wisconsin

  • Wyoming

Africa

Asia

North America

South America

  • Argentina

  • Bolivia

  • Brazil

  • Chile

  • Colombia

  • Ecuador

  • Guyana

  • Paraguay

  • Peru

  • Suriname

  • Uruguay

  • Venezuela

Oceania

  • Australia

  • Fiji

  • Kiribati

  • Marshall Islands

  • Micronesia (The Federated States of)

  • Nauru

  • New Zealand

  • Palau

  • Papua New Guinea

  • Samoa

  • Solomon Islands

  • Tonga

  • Tuvalu

  • Vanuatu

The next step :
Making every school a health promoting school (HPS) by the World Health Organization (WHO):

WHO_logo.svg.png

The WHO has been advocating to make every school in the world a health promoting school since 1998 (27 years prior to date), but have been facing many challenges on the way to successfully roll out their program with national policy makers. 

Health-promoting schools (HPS) are schools with strengthened capacity to be healthy settings for living, learning and working. HPS reflect a whole-school approach, comprising healthy school policies, curricula, environments, communities and health services. A comprehensive school health programme aims to make every school a health- promoting school, which can be achieved by building health-promoting education systems. A health-promoting education system is one that, through intentional, planned actions, institutionalizes health promotion in all its functions, i.e. governance of the educational process and its content, resource allocation, educators’ professional development, information systems and performance management.

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Project Manager

Dora Bridges

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