Helping schools move from understanding to implementation.
GEW partners with international schools to understand educator wellbeing, develop wellbeing strategy, strengthen leadership, and embed practical approaches that support people, culture, and continuous improvement.
Through the GEW Method™, we help schools move from assessment to insight to implementation — turning evidence into practical action across leadership, culture, and daily practice.
Where many wellbeing programs stop at a survey or a one-off workshop, GEW builds the full path from evidence to everyday practice. We don’t sell a single tool — we partner with your leadership team through assessment, strategy, and implementation, so wellbeing becomes part of how the school runs, not one more thing added to it.
Why This Approach Matters
A proactive, whole-school approach
Educator wellbeing is increasingly recognized as a key contributor to healthy, high-performing school communities. Research consistently shows that the way educators experience their work shapes teaching quality, leadership, collaboration, job satisfaction, staff retention, and the overall learning environment. In international schools, these demands are often compounded by cultural transitions, mobility, and the experience of living and working far from home.
Lasting improvement comes from a proactive, whole-school approach — not isolated wellbeing activities. Schools that regularly assess educator wellbeing, engage leadership, listen to educator voice, use data to guide decisions, and embed wellbeing into everyday policy and practice create environments where educators do their best work, and students benefit from more connected learning communities.
The GEW Method was built around these evidence-based principles, translating research into practical action through assessment, strategy, implementation, and continuous improvement — including the HIVE Framework, GEW Journey, HIVE Assessment, School Wellbeing Profile, School Wellbeing Dashboard, School Wellbeing Strategy, and Annual HIVE Review.
Grounded in international research
Our HIVE Framework draws on foundational wellbeing theory as well as government policy and school-level practice from leading organizations, including Oxford University, the British Council, the International Baccalaureate, OECD, WHO, and national wellbeing frameworks.
- Seligman, M. E. P. (2011) — The PERMA Model (Flourish). Positive Emotion, Engagement, Relationships, Meaning, Accomplishment.
- Oxford, R. L. (2016) — The EMPATHICS Model, developed in response to gaps in PERMA.
- Deci, E. L. & Ryan, R. M. — Self-Determination Theory. Autonomy, competence, relatedness.
- Bakker, A. B. & Demerouti, E. (2007) — Job Demands-Resources Model.
- New Economics Foundation (2008) — The Five Ways to Wellbeing.
- Viac, C. & Fraser, P. (2020) — OECD Teachers’ Well-being: A Framework for Data Collection and Analysis.
- Abu Dhabi Department of Education and Knowledge (ADEK) — School Wellbeing Policy.
- OECD (2021) — Prioritising and Supporting Teacher Well-being in Dubai’s Private School Sector.
- Government of Malta — Educator Wellbeing Strategy 2026–2030.
- European Commission (2024) — Wellbeing and Mental Health at School.
- Taylor, L. et al. (2024) — Wellbeing for Schoolteachers. Wellbeing Research Centre, University of Oxford & IB Organization.
- British Council (2025) — Teaching for Success: CPD Framework for Teachers; and Osan, C. (2024) — Supporting Teacher Well-being: Connecting, Learning and Contributing webinar.
- Bereded, D. G. et al. (2024) — Teacher Professional Well-Being Scale (TPWBS). Psychology International.
- UK Health and Safety Executive — Management Standards for Work-Related Stress.
- World Health Organization — WHO-5 Well-Being Index; Constitution of the WHO (1948).
- Also referenced: Maslach Burnout Inventory (MBI), Warwick-Edinburgh Mental Well-being Scale (WEMWBS), and the PROSPER Framework.
Where educator wellbeing lives
Four dimensions that guide assessment, strategy, leadership, and implementation — helping schools move from understanding to implementation.
Health
Energy, stress, and the everyday conditions educators work under.
Identity
Belonging, purpose, and professional identity within the school.
Voice
How heard educators feel — and how leadership listens and responds.
Environment
The culture, leadership, and systems that shape daily wellbeing.
Nurture all four — and educators flourish.
See What This Looks Like for Your School.
Explore the Partnership Pathways, or book a free discovery conversation to talk it through.