Moore Well-Being Process

Well-Being Wheel Framework

Are you ready for Moore Well-Being?

An effective, evidence-based process that cultivates well-being throughout an entire school community

Schools focus on performance.  For students, teachers, and administrators, that primarily means "making the grade". Yet all performance — even academic — is impacted by our total WELL-BEING. This includes social, emotional, physical well-being and beyond.  When one aspect of well-being is neglected, it affects the whole person and their whole performance.The Moore Well-Being Process helps bring focus and balance on the dimensions of well-being that improve overall performance at the individual and organizational levels.

Over 30%
of U.S. teen students

feel overwhelmed, sad or depressed,  tired or fatigued and say their stress level during the school year is 5.8 out of 10


Over 50%
of teachers in the U.S.

report feeling under stress almost every day or several days a week.


1 in 5
children suffer from a mental health or learning disorder

and are at risk for poor outcomes in school and in life


Which Dimension of Well-Being Are You Ready to Work On?

The Well-Being Wheel operates on two planes — the individual level and the organizational level. Ideally, both planes are supported by the school community. The reason for applying the construct of well-being to both children and adults is for the sake of consistency. A newsletter from the National Institutes of Health explains how if adults as well as children in a school community develop healthy habits, youth have a greater chance of learning these healthy habits from models. The Moore Well-Being Wheel is designed to do just that — help both adults and children learn how to be well.

Here are some ideas that your school can use to start discussing well-being in each of these dimensions. Every school will create unique definitions of well-being based on their context and resources.


Individual Level: Students and adults are challenged with new ideas, concepts and processes that will help transform the school community; continuing education classes are provided for adults; students and adults are encouraged and supported in pursuing their interests.

Organizational Level:
Structures are in place to support innovation and intellectually demanding work — teacher exchanges, regular professional development time, staff led professional development (pd), offsite pd, ongoing graduate coursework, etc.

Show Cognitive Research


Individual Level: Students and adults are able to build healthy, trusting relationships that form the foundation of their work together.

Organizational Level: There are healthy social relationships throughout the school community, as evidenced by talking circles for effective mediation.

Show Social Research


Individual Level: Students and adults practice responsible behaviors such as picking up trash, turning out lights, recycling, composting, taking public transportation, reducing consumption, planting trees, growing food.

Organizational Level: Adults and children are mindful of the resources that are consumed by the organization; actions that leave a minimal carbon footprint; structures to ensure responsible, fair trade, green procurement.

Show Environmental Research


Individual Level: Students and adults are supported in developing their emotional health through identification of emotions, managing emotions and developing a strong sense of agency.

Organizational Level: The school supports the healthy expression of emotions; there are structures in place to provide counseling (individual and group) onsite to help both children and adults manage the issues/challenges they face, as well as curricular resources.

Show Emotional Research


Individual Level: Students and adults engage in significant amounts of daily physical activity, including stretching, walking, running, and deep breathing.

Organizational Level:
There are programs in place to support regular physical activity and the nutrition of the students and adults in the organization.

Show Physical Research


Individual Level: Students and adults learn executive functioning skills and strategies and practice them regularly. They feel responsible for their own spiritual development and aware of the ethics of their decisions as well as the consequences of their actions.

Organizational Level: Mindfulness, yoga and meditation are incorporated into work with children (in class) and adults (pd workshops); there are structures and programs to support spiritual development (i.e. meditation room, religious education, etc.).

Show Spiritual Research


Individual Level: Students’ families have access to information and programs to ensure financial security, such as governmental aid, language classes, educational opportunities, job training, and financial guidance and advising.

Organizational Level: The school is fiscally strong for the long and short term and provides living wages for all its staff members; structures are in place for the community to understand the financial health of the school.

Show Financial Research

Take a look at just some of the research and resources that went into developing the Moore Well-Being Program

Cognitive Well-Being

The Moore Well-Being Program includes instructional approaches for teachers and dozens of relevant methods and practices on subjects ranging from math and literacy to music and visual arts.

Social Well-Being

  • A study published in Child Development reveals that by focusing on social and emotional well-being, students can experience an 11% increase in academic achievement.
  • Only 31% of high school students surveyed (NAIS 2016 High School Survey of Student Engagement) report that school helped them learn to treat people with respect.
  • The NAIS study also showed that only 25% of public school students and 43% of private high school students felt that their school has contributed significantly to helping them learn how to work with others to complete a task.
  • A 2017 study published in the American Journal of Education revealed that a positive school culture and teacher job satisfaction has a positive impact on student achievement.
  • Based on a 2014 survey published by the Department of Education, black students are suspended and expelled at a rate three times greater than white students.
  • In a district implementing restorative approaches over a period of six years, the suspension rate fell for students of all races and ethnicities. The reduction was 47% for all students; 41% for black students; 53% for Latino students; and 61% for white students.” (from "Closing the School Discipline Gap")

As our classrooms grow ever more diverse, so must our thinking. The Moore Well-Being Program addresses social growth from a fresh and restorative approach with engaging and challenging concepts and exercises.

Environmental Well-Being

  • The American Psychological Association is one organization who recognizes that spending time in green spaces improves clarity, focus, performance and retention of information.
  • A 2017 report in the Journal of Sustainability Education summarized teachers' experiences implementing an environmental learning program by saying: "(It) had several important impacts on students, including stronger engagement in learning, enhanced collaboration, and heightened significance for the concepts learned." Teachers also benefitted from the program including: "...professional growth, sense of fulfillment and an expanded repertoire of teaching approaches."
  • A 2010 University of Essex study reported that just a few minutes of ‘green exercise’ can have a significant impact on cognitive well-being and self-esteem, especially with young people

Environmental learning goes beyond the benefits of green spaces or clean air and water. It invites students and teachers alike to explore the ecology of their school, their community and their earth through active participation.

Emotional Well-Being

  • 65% of adults who receive support from a mental health professional find that it was extremely or very effective, according to the American Psychology Association 2014 Report, Stress in America.
  • According to the 2016 Children's Mental Health Report by the Child Mind Institute, “One out of every five children in the US meets criteria for a major mental disorder”
  • The Child Mind Institute report also stated: “More than 77,000 children in special education receive suspensions or expulsions for more than 10 cumulative days in a year—including children with autism, anxiety and learning disorders.”

The Moore Well-Being Program helps adults and students to recognize that emotional well-being is more readily achieved as a supportive community rather than individually. It provides coaching and tools to do just that.

Physical Well-Being

  • Teens and adults who exercise more than once a week experience lower stress than peers who exercise less, according to the American Psychology Association 2014 Report, Stress in America.
  • A study published in a 2018 edition of School Health found that "physical activity levels and proper nutrition significantly predicted achievement scores... Thus, the active, healthy nutrition group scored higher on reading, math, and science standardized achievement tests scores.”

Physical well-being is about more than exercise and diet. It's about developing an awareness and attitude toward health and self-care that permeates throughout all aspects of one's life. The Moore Well-Being Program engenders and elevates physical well-being through a fun and creative curriculum that speaks to the whole self.

Spiritual Well-Being

  • According to a study published in Emotion (2010), mindfulness and meditation practices help to relieve stress, depression and anxiety and improve emotional regulation.
  • Award winning psychologist Elliot Aronson writes of how the building of empathy and compassion in the classroom must be achieved if we are to provide a safe learning environment for our children.
  • A 2011 study published in Frontiers in Psychology found that adolescent students who meditated in school experienced less reactivity than those who did not.

Spirituality is defined as a sense of meaning and purpose, and a connection and relationship with one's self, to others, to the environment and to something beyond the self. The Moore Well-Being Program explores these relationships and offers tools for self-awareness, compassion, and reverence.

Financial Well-Being

  • According to the American Psychology Association 2014 report, money and work are the two biggest stressors for adults and for 65% of teens, financial concerns for their families is a significant source of stress.
  • A 2016 study found that teacher job satisfaction is significantly impacted by salary.

Our relationship with money begins at an early age, but healthy habits and strategies can develop through adulthood. The Moore Well-Being Program encourages "financial literacy" at both the individual and organizational level through a plan-act-assess approach.

The Moore Well-Being Process is as easy as...


Dr. Jenn Moore facilitates conversations to uncover the school community's strengths and the areas for growth.  During this stage, Dr. Jenn provides materials to communicate the Well-Being Process to the larger community so all feel included and optimistic about achieving the individual and organizational goals.


The second phase brings everyone together to explore the dimensions of the Well-Being Wheel:  Cognitive, Social, Environmental, Emotional, Physical, Spiritual, and Financial.During this stage, all participants reflect and determine the dimension(s) for their individual and organizational goals — and then design plans for achieving those goals.


During this phase, participants put their well-being strategies into action.  Dr. Jenn provides support to help the school community succeed, communicating with participants via text or email, monitoring their progress, giving professional support & providing encouragement for their efforts.

Well-Being Resource Guide

A sample of the curriculum, professional development, policies & practices and measurement resources for each of the seven areas of the Moore Well-Being Program.

Request a Sample Resource Guide

Look what people are saying about Dr. Jenn Moore and the Moore Well-Being Program!

I consider Jenn Moore my professional mentor. Working with Jenn is inspiring because she feeds my thinking and helps me consider all that is possible in any given situation. And she makes incredible things happen, too! From supporting school leaders to coaching teachers... and beyond. Her approach is refreshing, informative, collaborative and inspiring.

Lisa, colleague

Dr. Moore was a great resource and support at my son's school by being a big proponent of educating the whole child. She had dialogues with kids about wellness and conveyed the importance of sleep, rest and a healthy diet to families. She was a role model for democracy, fairness and inclusion as she worked to make all families feel heard and respected.

Jesus, parent

Ms. Moore was my principal at AGC for a few years and she was awesome at it! She was very nice and she would always smell good like cupcakes.  When our class was having trouble, Ms. Moore would come and talk to us about how we can fix the problem and our actions. When we were done talking, the problem would be fixed all because of her.

Ayanna, student

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