Achievement, wellbeing and the pursuit of a virtuous school
At Haileybury, we understand that excellence in education is about more than academic results alone. Outstanding achievement matters. High standards matter. The pursuit of personal best matters. We are ‘more than a school.’
As we work to achieve these high standards, some of our most important conversations, structures and plans focus on the conditions that we nurture which make achievement for our students possible and sustainable.
As common misconception is that schools must choose between being academically demanding and being deeply caring and supportive. The evidence from truly leading schools like Haileybury, along with leading universities and workplaces around the world, suggests precisely the opposite.
High achievement is most likely when people know they are supported, valued and challenged in equal measure.
Our Haileybury commitment to high academic standards reflects our belief in the capacity of every student to learn, grow and excel. We set ambitious expectations because we know that young people rise to the standards that are expected of them.
Excellence is not, however, about perfection. It is about effort, perseverance, curiosity and the willingness to embrace challenge. It is about achieving your absolute best. When students experience the success earned through commitment and hard work, they develop confidence, resilience and a stronger sense of self-efficacy.
This is about learning achievement and meaningful wellbeing.
At the same time, we recognise that students do not all begin from the same starting point, nor do they travel the same path. Targeted, intentional support is therefore not an alternative to high standards; it is what enables high standards to be attainable for all learners.
Whether through academic intervention, learning support, our bespoke wellbeing programs, counselling or our strong partnerships with you, our families, our goal is to provide the conditions in which every student can flourish.
That is what we do because ‘every student matters every day.’
Importantly, this approach also helps drive a culture of wellbeing. Wellbeing can be misunderstood as the absence of stress or challenge. The reality is often the opposite, as genuine wellbeing emerges when students experience connection, growth and accomplishment.
Students derive satisfaction from overcoming obstacles, mastering new skills and contributing positively to Haileybury and the broader community. Students feel supported when trusted adults help them navigate setbacks and celebrate progress. That is what we commit to doing for our students every day.
This connection between achievement and wellbeing is reflected in the work of organisational scholar Kim Cameron, who speaks of the importance of creating “virtuous institutions.”
Cameron argues that the strongest organisations are those that deliberately cultivate virtues such as compassion, forgiveness, gratitude, trust and hope. These virtues do not weaken performance; rather, they strengthen it. People are more likely to thrive and achieve at high levels when they belong to communities characterised by care, respect and positive relationships.
A virtuous institution is hence one where people strive for excellence, while also demonstrating empathy and generosity. It is a place where achievement is celebrated, and where every individual is valued, regardless of the challenges they may be facing. It is a community that recognises both accomplishment and effort, success and growth.
As educators, our broader mission is to nurture capable, compassionate and confident young people who can contribute positively to the world around them. Academic achievement, meaningful support and wellbeing are not competing priorities. They are mutually reinforcing elements of the outstanding education students enjoy at Haileybury.
When we challenge students to achieve their best while ensuring they are supported along the way, we create conditions in which both performance and wellbeing flourish. In doing so, we become the kind of virtuous institution that Kim Cameron describes: a community where excellence and humanity exist side by side, and where every student can thrive.
Just like at Haileybury.
Nathan Chisholm
Deputy Principal Wellbeing
