In this series, Tes speaks to leaders across the globe to see how they’re nurturing positive staff wellbeing.

For this edition, we meet Rami Madani, head of school at the International School of Kuala Lumpur, who explains how he helped create a feeling of PAWsitivity through his school...

Why does staff wellbeing matter to you as an international head?

Since early 2020, like many countries, Malaysia has endured a series of lockdowns and campus closures.

With a large team of international staff and a student population comprising of 65 nationalities, the closure of borders, separation from loved ones and rapid switches between on and off campus have really tested the wellbeing and resilience of our community.

We were thankful we had a well-established framework and culture in place which gave us a platform to provide the community connection, communication and care demanded by the pandemic. 

“Nurturing wellness” is one of the International School Kuala Lumpur’s (ISKL) four strategic priorities and has been a key focus for our school over the past four years. Including wellbeing in our strategic plan makes it clear to our staff and wider community that it is an integral component in achieving our vision and mission.

Our school community is based on the premise of family and I believe by raising awareness and understanding about wellbeing, cultivating a culture of care and empathy, and leading by example then we can support ourselves and each other.

Which wellbeing initiative has been most successful?

Following the first lockdown, we launched the Department of PAWsitivity - a “department” that shares positivity and takes its name from the school mascot, Panther.

This initially took the shape of a virtual newsroom where we shared community-generated stories, before rapidly expanding to encompass a range of different ways to connect and nurture community wellbeing. We used every available channel to connect staff, students and parents. 

Where did this initiative come from?

The idea was initially driven by a staff group and rapidly gathered pace as all levels of our community - the board, parents, students as well as staff - participated. 

How was the idea rolled out? 

From the idea of a virtual newsroom, the idea snowballed with new initiatives implemented depending on the evolving situation, data, feedback and community input.

We held virtual events to celebrate, exercise, eat, play and share stories. We shared gifts and care packages across the community.  

There were also staff in-service days dedicated to wellbeing, professional development opportunities and ongoing optional online conversations and wellbeing sessions led by our counsellors for students and parents. We also established partnerships with local experts to offer counselling and advice to staff. 

One of the most valuable initiatives was perhaps one of the simplest - the implementation of regular virtual information sessions for staff and parents respectively. Over 100 optional sessions were held (averaging 2.5 per week) which helped to maintain strong partnerships and listen to each other’s perspectives during the extended periods of uncertainty. 

This platform enabled us to engage in honest conversations, share how we were feeling, celebrate the positives, and in turn, had a hugely positive impact and helped us through this challenging time together.

What advice would you share from what you’ve learned?

We tracked wellbeing data via regular surveys and used the results to inform our strategy and target areas as needed. 

While we recognise the emotional stress many have experienced, we think our initiatives have helped us all cope better, believe in ourselves, and reinforced the strength of our community and collective resilience. Many of the initiatives are still ongoing and, as we return to on-campus learning, will remain part of our culture and wellbeing toolkit.

The experience has highlighted the importance of having wellbeing as a guiding principle and the difference it can make to a community facing challenging times both individually and collectively. To be effective, it has to be an integral part of your school’s culture, embedded both divisionally and school-wide as a long term strategic goal, and supported at all levels.

How do you look after your own wellbeing?

There is a lot of research that shows empathy is the most important skill for any leader and while it’s easy to focus on the priorities of the day, I am conscious it is important to nurture my own wellbeing so I can effectively support others.

An early morning run and coffee with my partner before work helps me prepare mentally. Connecting authentically with friends and colleagues also helps shape perspective and gives broader context plus sharing the many things that make being head of school such an honour is so uplifting.  

Professionally, I benefit from peer coaching groups, including the Truman Group through the East Asia Regional Council of Schools and this helps me recalibrate. I also get a great sense of reward and purpose from coaching colleagues here at school and I am enormously grateful to have the opportunity to share, grow and learn with them. This is something I view as fundamental to my own personal learning journey and wellbeing. 

Rami Madani is head of school at the International School of Kuala Lumpur (ISKL), Malaysia

If you’re an international leader with an interesting wellbeing initiative you’d like to share then please contact dan.worth@tes.com