Positive well-being is a key component of any classroom: shaping students’ ability to thrive, both academically and personally. For Dawnell Bonsangue, an Education Specialist at Laguna Niguel Elementary School in Laguna Niguel, California, this is especially true.

Bonsangue teaches a Structured Autism Class, made up of students in third through fifth grade. The students in the class all have autism, and many have a secondary disability, so as Bonsangue explains, equipping them with the tools and support to navigate everyday life is key.

“I want to give my students many opportunities to practice self-care and advocacy skills,” she says. “I want them to be familiar with situations that may cause them to be a little uncomfortable—and then we can practice how to turn an uncomfortable situation into a positive one of taking care of ourselves, understanding that the moment will pass, and making sure we are loving, supportive and resilient to ourselves and about ourselves.”

Bonsangue, whose own daughter has autism, is passionate about finding new ways she can help her students build social and emotional skills that will help them take care of themselves and one another. That’s where WE Well-being comes in: a program that empowers people of all ages with tools and resources to promote their well-being and the well-being of others.

“I found many of the resources helpful not only for my students, but also their families,” says Bonsangue. “It’s helped my students, my own children and myself remember how important it is to take care of ourselves and practice self-care.”

A regular class activity is “SEL group time,” where students discuss topics like the importance of eating and sleeping well, staying hydrated, taking movement breaks, and spending time re-charging by doing things they love. They also talk about what Bonsangue calls “well-being preparedness,” ensuring students are equipped to navigate emergency situations with tools like pictures and instructions to communicate their needs.

Bonsangue regularly takes inspiration from the WE Well-Being Playbook, a hands-on guide filled with quotes, activities and actions based on themes like self-compassion, gratitude, understanding emotions, managing stress and overcoming obstacles.

This focus on well-being extends to Bonsangue’s classroom environment, where resources like picture communication cards, cards to facilitate meditation, weighted blankets, sensory and fidget toys, and a quiet corner all help students thrive and navigate day-to-day challenges. Bonsangue also works closely with colleagues and students’ families to identify how best to support each individual student, communicate with them and understand their needs. Her goal? To foster independence and equip students with everything they need to succeed.

“Well-being is so important,” says Bonsangue. “We have to learn to take care of ourselves, to learn to love ourselves the way we are and set goals for ourselves. And for my students, learning the tools to advocate for themselves and learning that it’s OK to ask for what you need.”