ABOUT

Co-founded by Aoife Hughes & Seána Ó Rodaigh in February 2017

 

AOIFE HUGHESAoife Hughes b

Aoife  is a primary teacher with over 15 years experience teaching in both the classroom and as a special education teacher both in DEIS 1 and mainstream schools. Aoife first graduated from the Institute of Technology, Sligo in 2000 obtaining a BBS in Leisure Management.She continued on to do the post graduate diploma in Primary Teaching in Coláiste Mhuire, Marino qualifying in 2003 and completed a Master of Arts in Child, Family and Community Studies in Dublin Institute of Technology in 2011.

 

SEÁNA Ó RODAIGH

Seána is a prSeana O Rodaighimary teacher with over 15 years experience teaching in both the classroom and as a special education teacher in mainstream schools. Seána graduated with a BSc in FInance from UCD in 2000. She continued on to do the post graduate diploma in Primary Teaching in Coláiste Mhuire, Marino qualifying in 2003 and completed her Master of Arts in Leadership and Pastoral Care from DCU in 2013 in 2012. 

A NOTE FROM US…

Since we started teaching in 2003, we have noticed an alarming increase in anxiety levels in the classroom and a worrying inability to deal with everyday challenges in school. The current facts regarding mental health and illness are startling and if anything they are getting worse. Behind every statistic is a family who is suffering but it doesn’t have to be like this. Our goal is to highlight how small changes really do make a significant positive impact in all of our lives.

We are passionate in our belief that our education system has to change if we are to meet the social and emotional needs of the students in our care. This change will be driven from the grassroots up and by founding BeWell-DoWell we intend to change conversations around mental health by teaching students, parents, teachers and anyone who will listen, tools to help live a content life.

We both have had to learn ways to cope with life’s adversities and challenges and wish we had been taught strategies when we were children. It is no coincidence that our professional development and careers have involved working with many different organisations, all within the social and emotional learning sphere. The workshops we have developed are really an overview of the most effective evidence-based tools we have encountered.

Both of us are grateful to be teaching these life skills to students today and their response has been incredible. It really inspires us to drive on.  When we introduce the concept of ‘heart learning’ in a classroom, there is a noticeable shift in energy in the room. Students have an appetite for this learning and engage in it openly.”

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