We recognize the need for well-being and positive mental health promotion in schools. The last few years have exposed the huge gap in children's and adolescents' mental health support. The level of anxiety and depression among children has risen even more since the pandemic. Schools are now faced with the additional responsibility of supporting the children's mental health and teachers do their best to adopt new well-being policies and offer students additional curriculum and activities to create well-being awareness. now, more than ever we recognize the important role that schools and teachers play in children's lives. 
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As access to professional health services is very limited, teachers and parents are facing another problem of recognizing the additional needs of the children. The topic of neurodiversity and sensory challenges is still yet to be properly considered. SPHE curriculum does not include this topic in most of the materials and books. Yet there is a growing number of children and adults that are neurodiverse. Many of them not being aware of it and not diagnosed. 
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As science moves forward and child development studies start to talk more about neurodiversity, we also learn from other countries and schools how to make the schools more inclusive of the needs of others, especially in the field of neurodiversity. 
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The popular ways of considering the additional needs of neurodiverse children, unfortunately, made children more isolated and ashamed of their uniqueness. Some of these well-meaning ways would be to let children wear noise-canceling headphones, allow children to leave the classroom during the class, isolate the child from their peers, etc. While some children need extra support, many neurodiverse children have problems with being put in the spotlight. they would like to be like the other children and feel shame when their challenges are seen by their peers and teachers.
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Inclusion practices do not need to be implemented when the school is willing to adopt a different view of neurodiversity. The school audit is done for the whole school and all the students and teachers. Adapting to the needs of neurodiverse children means in our view implementing creative ideas that serve all children. Improving the learning environment and well-being activities will help to bring all the children together without the need to separate specific children. 
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All the children need self-regulation tools, relaxation time, a safe and supportive environment, less noise, and more creativity. When we promote emotional education and compassion-based practices in schools, we have a chance to support all the children.
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As the world changes and we face different challenges, the education system needs to evolve as well. There are simple and cheap ways to adapt schools to be more focused on well-being.
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We base our ideas on schools around the world that successfully changed their approach to education and were willing to do things differently for the benefit of the children and their staff. We cannot forget that the work that teachers do is so important but also very demanding. Teachers can burn out easily and with the extra responsibilities and new challenges, they are almost asked to fulfill the role of the therapist, psychologist, and mental health specialist. 
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Policies are not good if they are not implemented correctly. The well-being sector and mental health is a complex fields and cannot be treated lightly. Schools need to be equipped with the right educational materials, well-trained professionals in their field, or teachers who are passionate about the topic and have the right training in the field of well-being.
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