[Wellbeing Initiatives 2025–2026] Vinsers Nurture Social Wellbeing, Build Connections, And Strengthen A United School Community
Wednesday, 22/04/2026, 18:04 (GMT+7)
Nearly 2,000 initiatives on social wellbeing proposed through Wellbeing Initiatives 2025–2026 reflect a clear shift: students are not only actively participating in the school environment, but also taking the lead in designing and strengthening the very elements that shape it.
Vinsers’ social wellbeing initiatives focus on areas such as positive communication, emotional connection, and building and sustaining relationships — approached as real-life challenges that call for thoughtful solutions. From there, students design initiatives that are practical, feasible, and hold strong potential for meaningful impact.
Beyond ideas, these initiatives are brought to life through meaningful actions: fostering positive communication in classrooms, spreading kindness through small everyday gestures, and strengthening connections among students, friends, teachers, and families. Many models have been implemented in diverse formats, from classroom activities and workshops to student-led projects and wider family- and school-wide engagement.
Through these initiatives, Vinsers not only strengthen communication and collaboration skills, but also develop core social competencies: self-awareness, empathy, relationship-building, and the ability to proactively create a positive environment.
From simple yet purposeful ideas, “bridges of connection” are formed naturally and sustainably — built on students’ own understanding and choices. This is also how a positive school community is shaped, sustained, and grown from within.
Discover standout initiatives “made by Vinsers” in each image and see how students are taking meaningful steps to shape a school environment that is connected, respectful, and thriving.
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In the 2024–2025 academic year, Vinschool launched the Wellbeing Initiatives programme for the first time under the theme “Wellbeing for Better Learning”. The programme not only raised awareness but also encouraged concrete actions to support mental wellbeing in schools. In its very first season, more than 5,500 initiatives were registered, 2,622 were implemented in practice, and nearly 21,000 students, teachers, and parents took part — helping spread the value of wellbeing care across the entire system.
Through the Wellbeing Initiatives project, Vinschool was honoured in the “Nurturing Wellbeing & Purpose” category (K12 division) at the QS Reimagine Education Awards 2025 — a prestigious international award often referred to as the “Oscars of Global Education”, founded by QS Quacquarelli Symonds, one of the world’s leading higher education ranking organisations.
Through their learning journey, Vinsers realised that every student has ideas to make the school a better place, yet they do not always have the opportunity to voice them. From this insight, the initiative “If I Were the Principal” was created as an open space where students can share their perspectives while gaining a deeper understanding of the roles and responsibilities involved in making decisions for the wider community.
Here, students confidently present suggestions on school activities, programmes, or operations through creative formats such as drawings, posters, and written reflections. Each idea not only reflects personal wishes, but also helps paint a picture of a “happy school” through the eyes of students themselves.
The initiative quickly received enthusiastic participation and became a platform for connection, where students were listened to and encouraged to engage in dialogue. At the same time, the school also received many practical suggestions that contribute to building a more connected and sustainable learning environment.
Vinser Nguyễn Cẩm Tú shared: “When organising the initiative ‘If I Were the Principal,’ I was very happy to receive strong support from many Vinsers in the school. I realised this was an opportunity for us to make our voices heard. By listening to and compiling my friends’ ideas, I learned how to think more responsibly like a leader.”
Recognising that many students still struggle to say “no,” tend to people-please, and can become trapped in energy-draining relationships, the initiative “Cosmic Whisper” was created as a gentle space where students can pause and reconnect with themselves.
Here, Vinsers are invited to “let go” of their worries and thoughts by placing them into the “Cosmic Box,” before receiving guiding messages centred around three themes: saying “no” and setting boundaries, finding balance in relationships, and nurturing self-confidence and self-love. This journey is further extended through the “Healing Sound Corner,” where students listen to the podcast “Why?” — conceptualised and produced by students themselves — sharing stories about refusal, balance, and confidence.
Through these experiences, students gradually reconnect with their emotions and come to understand that setting boundaries or prioritising themselves is not selfish, but an essential part of mental wellbeing.
Vinser Nguyễn Linh Anh shared: “As one of the creators of this initiative, I hope Cosmic Whisper is not only an experiential activity, but also a place where students can pause and truly listen to themselves. I hope the project helps them understand that saying ‘no,’ setting boundaries, and prioritising themselves are necessary. Most importantly, they are not alone on this journey.”
In the classroom environment, not every student finds it easy to connect with a suitable group of friends to learn and play with. The initiative “You and Me – Growing Together” was launched to help students develop connection and collaboration skills, while feeling more confident when participating in activities with their peers.
Students are paired up or divided into small groups to become one another’s companions. Together, they take part in learning tasks, discussions, and team games, giving them more opportunities to talk, support each other, and understand one another better.
After each activity, groups share their joint outcomes and reflect on what they have learned from working together. Through this process, students gradually learn how to socialise, proactively build friendships, and develop positive relationships — contributing to a classroom environment that becomes safer, friendlier, and more connected each day.
Vinsers Nguyễn Hà Linh and Vũ Phạm Nam Phương shared: “Thanks to this project, we have been able to talk and share more with our classmates every day. The atmosphere in our class is always cheerful and comfortable. We feel closer to one another and have also made many new friends who share the same interests.”
In the school environment, not every student finds it easy to express emotions or feel confident in showing their true selves. Differences in personality, emotions, or personal circumstances are not always fully understood, sometimes creating invisible barriers. In response to this reality, Vinsers from the psychology club “Smile Factory” developed the initiative “Respect the Difference – Be U Inside Out,” aiming to create an environment where every student can be themselves, feel respected, and feel safe to share.
The initiative began with simple but meaningful changes in the classroom, such as a “worry-free journal,” daily emotional check-ins, a relaxation corner, and a “calm chair” — small spaces designed to help students recognise and regulate their emotions. Building on this foundation, the project expanded into the “Respect the Difference” workshop, where students listened, engaged in dialogue, and shared inspiring stories about diversity.
With the participation of nearly 100 students from different year groups, the workshop created an open space for students to explore differences from many perspectives and learn how to show respect through everyday actions. Through this series of activities, students not only raised awareness but also gradually helped shape a safer school environment with less stigma and greater empathy and connection.
Vinser Nguyễn Ngọc Minh An shared: “I am very proud to be part of this project. We not only gained a deeper understanding of ‘respecting differences,’ but also learned how to show it through small daily actions. I realised that these little things can help create a school environment that is safer, more connected, and more positive.”
“In Between” is a school wellbeing project inspired by the genuine emotions of Grade 9 students during a major transition period — a time when they stand “in between” many changes, yet nothing feels fully clear. It is a stage of balancing expectations and personal desires, the pressure to be better and the fear of not being enough, the need to make choices and the feeling of not being ready.
Through the activity “The Ins and Outs,” double-sided flip cards allow Vinsers to express the contrast between what they show on the outside and what is truly happening inside. By naming these emotions, students not only gain a deeper understanding of themselves but also find empathy in the similar stories shared around them. Through this, they realise they are not alone in this transition, but are surrounded by others who have experienced — or are currently experiencing — the same worries and uncertainties.
Vinser Vũ Mai Linh shared: “As a student trying to ‘swim’ through the pressures of transition, I created ‘In Between’ as a safe shelter where we can take off the mask of ‘always being okay.’ I realised that instead of forcing ourselves to carry expectations, having the courage to name our fears is when we truly grow up. To me, this project is a reminder: It’s okay to feel unsteady sometimes. As long as we do not run away from our emotions, it is already a remarkably beautiful journey.”
Inspired by World Kindness Day, the “Be Well Be Kind” initiative was launched to spread the message “Connect Through Kindness”, where small actions such as a smile, a thank-you, or helping others can create positive change within the school community.
During the themed week, many meaningful activities were organised, including Odd Socks Day, the KIND Wall, the Be Well Be Kind workshop, the Respecting Differences podcast, and the Be Kind Pledge. Students across the school wore pink shirts and mismatched socks to celebrate and respect differences; wrote down their acts of kindness on paper plates to build the KIND Wall; and joined workshops facilitated by the Heart to Heart Psychology Club before sharing what they learned with their classmates.
In addition, each class worked together to create its own “Classroom Culture”, consisting of five commitments to friendly and respectful everyday behaviour. Though simple, these meaningful activities helped spread the spirit of kindness and enabled Vinsers to better understand the power of empathy and connection in the school environment.
Vinser Nguyễn Phương Lan shared: “After joining Be Well Be Kind, I understood that everyone is different, and that makes each person special. When we respect each other’s differences, our classroom becomes happier and friendlier. I always want to treat everyone around me with kindness, and I hope my friends will do the same.”
When working in groups or playing together, students may sometimes experience conflicts because they have not yet learned how to express their opinions clearly or listen effectively to their friends. The initiative “Communication Masters” was proposed to help students develop positive communication skills — learning how to speak clearly, listen respectfully, and solve problems together in a spirit of cooperation.
Through short classroom sessions, students take part in a variety of experiential activities such as practising “I-Statements” to express feelings politely, developing active listening skills, and joining the role-play game “Friend, Let’s Speak Honestly” to handle common conflicts between peers. From these experiences, the class also works together to create the “5 Golden Rules of Communication,” displayed as a classroom poster to serve as a daily reminder.
In addition, students collaboratively compile the “Communication Masters Handbook,” featuring positive communication phrases, effective listening tips, and gentle ways to resolve conflicts. Through the initiative, students gradually learn how to exchange ideas respectfully, reduce misunderstandings during group work, and contribute to a classroom environment that becomes friendlier, more cooperative, and more positive each day.
Vinser Lê Nguyễn An Khánh shared: “When I proposed this initiative, I wanted to help my friends become more confident and active in communication, while learning how to connect and unite with one another. I’m very happy to see our class becoming more close-knit, with students speaking up confidently, participating actively, and achieving strong results in our grade level. I hope this initiative can spread to many more classes and Vinsers.”
In everyday life, young children may not always have many opportunities to express their love for grandparents and parents through concrete actions. From this idea, Grade 2 Vinsers came up with an initiative to encourage students to show love to their families through small yet meaningful acts.
Each week, every student draws a “Secret Mission” to complete at home, such as helping parents in the kitchen, giving grandparents a massage, writing thank-you cards, or spending quality time talking with family members. Students then share their experiences at the “Loving Hearts Exhibition” during the first homeroom session of the week.
The activity received enthusiastic participation, with 100% of students in Class 2A5 joining in. Through these simple but meaningful missions, children gradually learned how to show care and appreciation for their families, while also bringing joyful surprises to their grandparents and parents. These loving gestures helped family members feel happy and proud to be cared for and supported through small everyday actions.
“It was the first time I prepared a basin of warm water for my dad to soak his feet and also gave him a shoulder massage. My dad felt very comfortable and praised me for being thoughtful. I felt very proud because I successfully completed my ‘Secret Mission’ and brought joy to my parents,” shared Vinser Nguyễn Phúc Minh.
In the school environment, small misunderstandings in communication or moments of disconnection between students can sometimes arise. With the desire to build a gentler, more respectful, and more connected classroom, the Grade 4 cohort came together to launch a series of “daily mini challenges.”
Each student suggests one positive action and places it into the class “Challenge Box.” Every day, students draw a challenge and complete it — from simple acts such as saying sorry, sharing, or helping friends. These efforts are recognised through collective class points, which can later be exchanged for rewards agreed upon by the whole class.
After a period of implementation, positive changes gradually became clear: students listened more attentively, communicated more kindly, and became more willing to share with one another. Beyond the classroom, this spirit also spread to the schoolyard, where students brought the challenges outdoors and created opportunities for many others to join and connect.
Vinser Mạc Bảo Khanh shared: “I’m very happy to carry out this initiative with my classmates. I feel that our class has become more united after each conflict. Everyone is excited to join the challenges, and we even brought them to the schoolyard so that more students could experience them too.”
Although words such as “thank you,” “sorry,” “gratitude,” or “recognition” can always create positive connections, not every student feels confident enough to say them directly. From this hesitation, the initiative “Anonymous Mailbox for Kind Words” was created as a safe space where students can express their feelings in a gentle and sincere way.
In the classroom, a “Kindness Mailbox” is placed in a familiar spot where students can anonymously send messages of thanks, apologies, or compliments to teachers and classmates. Each week, a few letters are selected to be read aloud in class, creating heartfelt moments of listening and connection. From this simple action, positive values gradually spread: students become more connected, appreciate one another more, and begin to form the habit of expressing emotions in a thoughtful and respectful way.
Vinser Nguyễn Ngọc Anh shared: “For me, saying words like thank you or sorry is not always easy. Sometimes, if things don’t go well, the other person’s reaction can make me feel even more embarrassed. I hope that through this initiative, positive words will be used more often, so people can understand and connect with one another better.”
The Journey of Connecting was built on a simple belief: when students have the opportunity to take part in shared activities within a safe space, they become more willing to open up, listen to one another, and nurture deeper relationships.
Through notebook-decorating workshops, Vinsers not only created together but also had the chance to share about themselves, proactively get to know others, and connect with new friends. Throughout the process, each notebook became a “personal story” expressed through colours and ideas, helping students feel more confident in expressing themselves while learning to listen to others.
After participating, many students gradually became more open in communication, while friendship groups grew closer and more connected. Initial hesitation gave way to proactive conversations, sharing, and supporting one another in the classroom.
Vinser Hồ Thảo Nguyên shared: “I used to think I had to be perfect so that others would not judge me. But when I guided my friends in decorating their notebooks, I felt like I was telling my own story, and everyone truly listened. I realised I don’t need to be perfect — I just need to be myself and be heard.”
Noticing that some classmates were not yet proactive in helping and supporting one another, Vinser Hoàng Ngọc Mai came up with the idea of creating the “Garden of Good Deeds” initiative to encourage students to build the habit of doing kind acts and spreading positive actions throughout the class. Each time students complete a good deed, they write or draw their action on a paper flower and place it on the class “Garden of Good Deeds” board.
These small flowers gradually form a vibrant garden, capturing many meaningful acts such as helping friends study, keeping the classroom clean, or sharing school supplies with classmates. At the end of each week, teachers and students spend time sharing the stories behind each flower while recognising individuals and groups who have actively contributed.
Through this simple yet meaningful activity, students are not only encouraged to do good deeds every day, but also learn how to express emotions and appreciate the positive actions of their friends. The “Garden of Good Deeds” has therefore become a small but meaningful space that helps nurture a friendly, positive, and caring classroom environment.
Ngọc Mai shared: “Every time I do a good deed and add another flower to the board, I feel very happy because our class garden has more and more flowers. I’m also very happy that my friends support my idea, and I want to keep doing more good deeds so our class can have even more beautiful flowers.”
