World Mental Health Day is always a helpful reminder of the importance of focusing on our students’ mental health - although, of course, it is an all-year focus.

One cohort of students that can be overlooked in wider conversations about mental health in schools, though, are boarders. This cohort not only has to manage the rhythms and upheaval of school life like all students, but boarders do so while away from home and without direct family support.

At ACS International School Cobham, we are home to around 200 boarding students from around the world - and so have developed several processes designed to ensure their wellbeing is always a top priority.

1. One-to-one check-ins

Supporting student mental health is all about being proactive and preventing crises. For us, a strong, familiar staff presence has been the best way to nurture positive student wellbeing.

To do this, we hold regular one-to-one wellbeing meetings to check in with every boarder, which is crucial to identify any warning signs that might otherwise be missed by teaching staff.

We have ensured that every single member of our boarding staff at ACS Cobham has received Suicide First Aid training around how to have a conversation with a young person that could save a life.

Following these check-ins, cross-departmental and collaborative staff meetings become even more effective in keeping track of each boarder’s overall wellbeing.

For example, at our pastoral meetings, we involve all relevant representatives including the school nurse, safeguarding leads and school counsellors. This way, staff can work together to identify and unpick potential student issues by sharing observations they have made recently.

2. Student ambassadors

Since we know teenagers will nearly always prefer to talk to each other about their worries before going to an adult, our boarders have the opportunity to put themselves forward as “wellbeing champions” at our school. This facilitates peer-to-peer support in the boarding house as well as staff support.

Our wellbeing champions, who are trained to know when they need to pass concerns on to staff, are able to help their friends navigate their emotions and how they are feeling.

Furthermore, by supporting students’ independence and confidence in this way, we can ensure that, when they leave, they feel better prepared to engage with the world.

3. Support for international boarders

The longest-running study on happiness has found good personal relationships invigorate us and help us to manage stress. As such, initiatives that foster close social relationships are key to making international boarders feel welcome.

This is why, as well as standard induction activities for international students to help them get to know each other and their new “home away from home” when they first arrive, we also work hard to ensure they develop a network of connections with other students and staff.

For example, our “magnetize me” projects encourage students to interact with different people in the boarding house to eventually produce a collective piece of work.

They work by giving all students and staff a magnet, which are then placed in different places around the canteen to encourage students to talk to new people over dinner. Students are then encouraged to decorate their magnet with details from their home country or hometown, and add them to a magnetic wall display.

This ensures international boarders are always supported to navigate new situations and remain safe, healthy and happy.

4. Belonging and sharing

With our boarding houses being home to students of over 40 nationalities, we also have an engaging community programme in place to mark our diversity.

From Persian New Year to Ramadan, the boarding house celebrates all international festivals with special events and dinners, which can include wearing national dress, therefore celebrating the students’ diversity by being inclusive of all cultures.

This helps international students feel welcome and recognised - and also helps UK boarders get to know more about their fellow students’ cultures and backgrounds.

5. Cultivating meaning and purpose

Extra-curricular opportunities at boarding schools are another key way to provide a positive experience for students and benefit their wellbeing, too. As such, many of the enrichment activities on offer at ACS Cobham have growth and development at the centre.

For example, our boarders participate in litter-picking walks around the local area and undertake regular volunteering - from running tuck shops for charity, to volunteering to spend time with and tutor local Ukrainian refugees - enabling them to gain a sense of purpose beyond their studies.

Sara Thomas is assistant head of school (wellbeing lead) at ACS International School Cobham