We aim to support learning systems to provide young people with knowledge, skills, attitudes, tools, and equitable opportunities to reach their learning potential and thrive together.
The definition of thriving is highly subjective. There is no single commonly accepted definition – it may vary across individual, cultural, socio-economic, and temporal dimensions. While fully acknowledging this, we have developed our definition. It aligns with our commitment to child learning and development and transforming education around the world as expressed in our Strategy 2030.
Thriving is a dynamic process of optimal learning and development characterized by a child’s holistic state of physical, psychological*, emotional, and relational wellbeing.
Thriving goes beyond momentary wellbeing. It includes individual growth and positive enhancement across multiple domains. An individual’s thriving is profoundly influenced by their biology and context – the complex interaction of genes, people, and places – and how they respond and adapt to those factors. Hence, learning and development are shaped by cultural, social, emotional, and biological factors that contribute to individual variability in learning needs, preferences, and outcomes.
To support all children’s thriving, we embrace the variability of children’s learning. We invest in creating learning environments, experiences, and ecosystems that adapt to this variability and equip each child with the knowledge, skills, and qualities to thrive and contribute to societal and planetary wellbeing.
*Psychological encompasses mental and cognitive wellbeing.
Theory of change microsite
Brain development and cognition are guided and organized by cultural, social, emotional, and biological factors that contribute to individual variability in learning abilities and outcomes.
Students enter school with a vast range of individual differences in cognitive, emotional, and social skills, which together determine how well and how quickly they will learn.