Every other Wednesday, I walk out of wellness to meet a chorus of complaints from my peers. Comments vary from exasperation over repetitive, one-way discussions to complaints about the content of the lesson itself. Although the wellness program has developed substantially throughout this year, there is still, as students’ not-so-subtle feedback demonstrates, work to be done.
In 2016, Choate performed a curriculum review, which covered topics ranging from homework and AP classes to Wellness classes. At the time, Sophomore Seminar, a two-term fourth-form requirement, was employed. The class, taught by Choate counselors and athletics staff, met once a week to discuss various student-related wellness topics. Student Council, students, and staff agreed that the program should be reformed. They argued that 16 hours of a student’s career did not dedicate enough time to wellness. They also referenced the fact that many counselors who taught the class often had to cancel wellness class to address more urgent matters with their counselees. The curriculum varied greatly from class to class, and little time was dedicated to relationships, sex, communication, or life skills. Additionally, many students resented that they had to give up a free block to attend wellness classes, in which discussions on challenging topics were amongst classmates whom they weren’t comfortable around.
These issues were addressed with a revised curriculum which allowed for third and fourth formers to meet with faculty members and student Peer Educators to discuss an adjusted curriculum, one that would be the same for each class. Students would stick with the same wellness groups for two years, developing the bonds necessary to comfortably tackle social, emotional, financial, and spiritual topics in discussion.
Despite these changes, the wellness program still needs work. For instance, the platform with which wellness teachers communicate must be unified across each group. I know many students who are frequently uninformed of wellness meeting times and locations. Simplifying the means by which teachers communicate will allow students to plan wellness into their day as they would any other class.
Furthermore, wellness classes tend to force students to endure discussions sustained only by teachers. This issue stems from the lack of solidarity among classes and many students’ belief that because they don’t receive a concrete letter grade, the class requires no effort. If wellness were to be graded like other classes, students would participate more candidly and frequently. Perhaps if students looked forward to wellness as an opportunity to freeze the constant rush of Choate, the motivation to be present during wellness would follow naturally. Hence, I believe that wellness classes should be graded to increase students’ motivation to participate, but should not assign homework as it morphs what should be a relaxing, safe space into another item on a to-do list.
Wellness classes should also address topics which are more valuable to students at this point in their lives. Lecturing students about brushing their teeth, for instance, is a waste of time in wellness for high schoolers. If a student really needs to hear that message, then they are due for a conversation with an adviser. Instead, wellness classes should be pushed further into the direction of life skills. As students navigate through this tumultuous time in their lives, they need to learn the basics — how to manage their money, do their laundry, cook for themselves, communicate with others — especially since most students don’t have parents here to teach them. Additionally, more time should be put into sex education and mindfulness practices. While discussing stress relieving activities is helpful, what would be more helpful than actually practicing them? Wellness could be a time for students to participate in meditation, a practice that is helpful to them both in that moment and as they return to their busy lives.
Wellness has come a long way, and students should acknowledge that. However, in an environment as demanding as the one experienced Choate students, it is important that wellness classes are improved upon to help students better manage their health both at Choate and as they move into the real world.
