A WEAll Member Organisation.
By Eloi Laurent, Senior Economist and Professor at the Sciences Po Centre for Economic Research (OFCE)
There is a shattering table on page 18 of the Summary for Policymakers of the Working Group I contribution to the Sixth Assessment Report by the IPCC released last month. Its second column shows that all of the five main climate scenarios considered converge toward a 1.5 C degrees world at more or less rapid pace. Call it the column of fear.
In the same table, the third line shows that one climate scenario dubbed “SSP1-1.9” foresees a stabilization of global warming at 1.6 degrees between 2041–2060 before witnessing a decrease to 1.4 degrees at the end of the 21st century. Call it the line of hope. To be honest, the only thing that mattered to me when I saw this table among the thousands of pages of the IPCC Report was: what is SSP1? And how do we get there?
SSP 1 stands for “Shared Socioeconomic Pathway 1” and it’s one of the five climate narratives that the IPCC now uses to describe interactions between social dynamics and biophysical realities that will determine the climate future of human communities around the globe. These five scenarios have been detailed in a 2017 paper which has this to say about SSP 1: “The world shifts gradually, but pervasively, toward a more sustainable path, emphasizing more inclusive development that respects perceived environmental boundaries. Management of the global commons slowly improves, educational and health investments accelerate the demographic transition, and the emphasis on economic growth shifts toward a broader emphasis on human well-being. Driven by an increasing commitment to achieving development goals, inequality is reduced both across and within countries. Consumption is oriented toward low material growth and lower resource and energy intensity.”
In other words, moving beyond economic growth and toward human well-being is a critical necessity for the future of humanity. The Wellbeing Economy Alliance is committed to doing just that. My understanding of our common commitment is that the age of “indicators” is behind us: we now need to work on well-being policies, i.e. operationalizing new visions of the economy and mainstreaming these visions into policies. More precisely, we need both new narratives and visions on the one hand and new institutions and policies on the other. It can be said indeed that transitions are about turning aspirations into institutions.
An important resource in this perspective is the WEAll’s Policy Design Guide released last March, which has inspired me to offer a new class in my home university, Sciences Po, and more precisely within the Paris School of International Affairs (PSIA). The class is called “Building well-being policies” and has been offered for its first iteration to a group of 21 students in the Master program starting in September 2021. The undeniable strength of PSIA is its global fabric, with 1500 students representing over 110 countries. In the class, 21 students representing 11 nationalities are being asked to build their own well–being vision and policy, with the WEAll’s Policy Design Guide as a compass. The main assignment for the class is a 15-pages long fully-fledged proposal of well-being policy.
After the introductory session devoted to the course’s purpose, outline and organization, the class has really started (“Part I: The Well-being Transition: Connecting Well-being to Sustainability”) with a session devoted to “Building your well-being policy: design thinking and tools” divided in two parts: a presentation/illustration of key building blocks of well-being policies (narratives; frameworks; concepts; metrics; participation; institutions) and a general discussion of the Policy Design Guide (see below).
Session 3 and Session 4 are devoted to presenting one possible well-being policy narrative and vision, the instructor’s, insisting in turn on two critical nodes in the social-ecological feedback loop: the health-sustainability nexus (of “full health” nexus) and the sustainability-justice nexus.
Sessions 5 to 8 (“Part II: Understanding, measuring and improving well-being and sustainability”) will be devoted to reviewing main well-being dimensions’ theoretical underpinning and empirical evidence, from the elementary dimensions of economic well-being (employment and income), to widening the lens to human development to putting well-being in motion with resilience and sustainability.
“Part III: Building Well-being Policies around the world at all levels of governance”, with Sessions 9 to 11, is meant to show students that the well-being transition is already under way across the globe at different governance levels, from the European Union to Bhutan, New Zealand, Iceland and Finland to local initiatives such as Amsterdam City Doughnut and BrusselsDonut. The class concludes with a Well-being Policies Forum where students have 5 minutes to present their final paper in poster session format.
To my knowledge, this class is the first to use WEAll’s Policy Design Guide and showcase the WEGo’s patient and precious work. A widespread WEALL curriculum would be a key asset to achieving the well-being shift we so direly need.
By Shaleen Porwal
At the start of this year, as I was navigating through the Regenerative Building Blocks of the Wellbeing Economy Alliance (WEAll), I paused when I read, “People safe & healthy in their communities, rather than necessitating vast expenditures on treating, healing & fixing”. And in the definition of the health goal, it appropriately mentions, “both mental & physical.”
Being a mental health advocate myself, this resonated so well with me. I am practising the science of Positive Psychology that focuses on what works well for people and how we can make it even better. This combination piqued my interest and paved my way to be able to contribute to the WEAll network.
The Wellbeing Economy talks about Mindsets that, “…economies should have human… wellbeing” and this encompasses the mental and emotional states besides physical safety, therefore the need permeates through all humans, irrespective of their trade and beliefs. This includes teachers.
I am focusing on teachers because they are an incredibly special group of employees who are empowered with the unique responsibility of shaping the future of a nation through their everyday interaction with young humans, who in turn will become into adults and will be taking up the responsibility of adding value to their nation, themselves, their family, and their community.
Every interaction that we have with another person, has the potential to bring about a notable change in our emotions. This change in emotions further leads to the development of thoughts and subsequently into action. Every day at a school, frequent communication channels are established between teachers and students, among teachers, and among student peers. These collaborations are vital for the functionality of performance and behaviour – students and teachers – for the continuity of “business as usual” i.e., a day in school.
There are global reports on mental health that we have been made aware of and repercussions which we are observing in our local contexts as well, with a radical shift in the psychological state of children, teachers, and families, and that the World Health Organisation has fully acknowledged as follows: “…there has been increasing acknowledgement of the significant role mental health plays in achieving global development goals, as illustrated by the inclusion of mental health in the Sustainable Development Goals…”
With the advent of the global pandemic – COVID-19 – Vulnerability, Uncertainty, Complexity, and Ambiguity (‘VUCA’) are adding fuel to fire. All of us, from a national level to an individual level, are struggling through it with our fair share of challenges currently.
However, with a solution-focused approach, I want to see the silver lining of this dark ‘VUCA’ cloud.
We have surpassed the time where we put our resources to destigmatise psychological dysfunction and make efforts for it to be viewed in the light of normalcy. There are already examples of systems, companies, and collaborations that are disintegrating because they are unable to manage the emotional states of employees – after all, the organisation comprises of humans. According to a recent news report, “Mental and emotional well-being are now one of the most important topics in many companies”.
Considering a school as an employer for the teachers, most of the psychological challenges either for teachers or for students pertain to emotions and anxiety. These non-verbal cues need unique skills and methods to tackle and address and at initial stages as a proactive mechanism. We are not in a situation to imagine a scenario where we see attrition of teachers in a similar proportion and events of school dropouts due to the negligence of mental well-being.
Therefore, it calls for:
- Accepting this emotional ‘Vulnerability’,
- Creating an ‘Understanding’ for each other and the ecosystem,
- All of us coming together for ‘Collaborative’ exercise with experts and within the system, and
- Doing what humans have historically always been best at – ‘Adaptability’, in the face of every adversity
Thereby creating a healthy and transparent environment where the teachers and students can freely speak about their psychological challenges to appropriate authorities – a psychologically safe ecosystem with the intent of finding solutions.
As a practitioner myself, below are few recommendations:
- Invitation by school management and principal, for teachers to participate in designing well-being policies and systems, in partnership with well-being service providers
- This will help in addressing the local pain points by customising the needs of the individual school cultures
- Create a transparent and permeable climate for open conversations around challenges in managing psychological distress – walking the talk
- Proactively recording and addressing instances of signs and observation by teachers of their students through this established well-being machinery
- Including vocabulary, integrating practices and interventions in school curriculum – this will have a double advantage, i.e., it will be an effective strategy to enhance the mental well-being of the current workforce, as well as it will equip today’s students (future workforce) with the skillset for managing well-being in their times of distress
- Working on changing definitions and popular beliefs around most widely misrepresented terms like success, failure, vulnerability, emotions, and the like.
- Appreciating meaningful and bigger picture initiatives taken by teachers and students
We know that we are cognitive misers and implementation of a schooling system with a psychologically safe ambience might sound financially unwanted and time-consuming, the truth is that there is no quick fix to it. It will not only save time and effort in the long run but also create a healthy systemic effect for a Wellbeing Economy to function automatically with enhanced belonging to the organisation and finding deeper meaning in education – both for students and teachers – and to the nation.
As I connect the dots backwards, I figure out that this is exactly what Goal Number 3 of the United Nations Sustainable Development Goals 2030 talks about i.e., Target 3.4 “…promote mental health and well-being”
About the author
Shaleen Porwal is a Positive Parenting and Education practitioner, based in Singapore. This blog forms part of the Faces of the Wellbeing Economy series, sharing expert opinions from across the WEAll network.
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- WEAll. (2021, March 18). Home. Wellbeing Economy Alliance. https://weall.org/
- What vuca really means for you. Harvard Business Review. (2014, August 1). https://hbr.org/2014/01/what-vuca-really-means-for-you.
- World Health Organization. (n.d.). Mental health. World Health Organization. https://www.who.int/health-topics/mental-health#tab=tab_1.