Wellness2Life Approach

The Integrated Mechanism

The overall programme goal is to create an enabling environment within which learners and educators can safely thrive in the school and home environment.

The Wellness2Life methodology is grounded in an understanding of the local community contexts and the dynamics which plays out within South African schools.

With an emphasis on providing immediate support to learners, the integration of Wellness2Life and related Life Orientation content strengthens the cumulative learning experiences of young people which can further be used to steer them towards short-term achievement.

The Wellness2Life methodology incorporates the following developmental principles: it is designed to meet the developmental needs of learners;  builds on their assets and potential; views learners as resources; assist learners in building significant relationships with educators; creates positive educator supports needed to sustain programme results; strengthens school systems and structures and provides training and capacity building opportunities that is tailored to the needs and situations of the different schools within a cluster.


Wellness2Life contributes directly to the development of self-regulated learning, proactive coping, and an academic identity that allows learners to take ownership for their own learning and success on the sports field, classroom and home environment. This process is facilitated and supported through the 3-step Wellness2Life approach model.


Promote and support a ‘whole-child’ approach with consideration given to the physical, social, emotional, cognitive and spiritual dimensions of wellness.

  • Facilitating the collaboration and coordination between different service agencies in order to provide the broadest coordinated opportunities for positively impacting on wellbeing outcomes.
  • Recognising and building upon family, school and broader community protective factors that are significant determinants of current and future wellbeing outcomes.
  • Removing the barriers that prevent learners from achieving optimal learning and life opportunities.


Promote and support the development of positive perspectives, social connections, academic engagement and self-determination

  • Supporting learner’s ability to develop positive perspectives and accomplish meaningful goals.
  • Facilitating processes aimed at increasing resiliency, perseverance, social connectedness, engaged learning and academic determination.
  • Building competence for facing challenges throughout life through competitions and social mobilisation campaigns.
  • Supporting and enabling learners to target specific areas of development and core competencies needed to thrive through reflective conversations.
  • Providing opportunities for learners to develop and implement activities aimed at making schools friendly, safe and caring learning spaces.


Promote and implement practices informed by evidence that enable optimal developmental pathways and improved wellbeing for all learners.

  • Recognising the importance of new knowledge, skills and social awareness as part of a broader capacity building process.
  • Facilitating an integrated life pathways approach to promoting wellbeing and resilience of learners through all ages and stages of their lives.
  • Demonstrating support for the wellbeing of learners through facilitator, educators and support staff behaviours.
  • Building the capacity amongst learners to learn, work, engage and have a voice by creating opportunities for learners to exercise choice and grow their individual capabilities.


Below, a visual demonstration of the Wellness2Life methodology as integrated into the broader Life Orientation Curriculum and school community.