Celeste Gardner, Teacher of MYP Physical and Health Education

At Halcyon London International School we're committed to exploring and promoting innovative approaches to preventative health education. We believe in fostering well-being that extends beyond traditional physical activity, encompassing mental, emotional, and social health.

We're excited to feature Celeste Gardner a Teacher of Middle Years Programme (MYP) Physical and Health Education (PHE) and a thought leader who embodies this philosophy. Celeste's journey, rooted in a deep understanding of holistic health, has led her to develop impactful programmes that bridge the gap between education and lifelong well-being.

Where did your journey into PHE begin? When did you first become passionate about this subject?

My journey into PHE began with a childhood immersed in professional sport, which became a vital coping mechanism for navigating life’s challenges. As a PHE, PSHEE, and Sports Science teacher, I recognised a significant gap in education: the absence of a focus on holistic health. This realisation motivated me to create alternative programs that emphasise well-being and preparation for life beyond school.

Pursuing a Master’s in the Science of Mental Health deepened my understanding of proactive, preventative strategies, which I now apply in my work as a Wellcare Consultant, preventative mental health practitioner, and keynote speaker. Through my company, The Healthy People’s Club, I help businesses design preventative health models that ensure their teams thrive. My professional journey has included speaking engagements such as Nike HQ on the seasonality of the female life cycle and a Chanel panel on leadership and burnout prevention.

At Halcyon, I integrate this expertise into PHE and PSHEE, where I incorporate tools for self-awareness, stress management, and long-term health, bridging the gap between education and life.

 

Can you share some of the meaningful work you've been doing personally/professionally outside of Halcyon?

Outside of Halcyon, I run The Healthy People’s Club, which focuses on supporting businesses with preventative health strategies. I’ve developed two pivotal Level 1 and 2 preventative mental health courses that offer an alternative to traditional mental health first aid, emphasising true prevention through education, evaluation, and empowerment. These courses reframe human resources as human responsibility, impacting workplace culture by shifting from identifying symptoms of poor health to fostering well-being from the ground up.

As a keynote speaker, I’ve had the opportunity to speak at Perform X on the science of behaviour change, mental health, and prevention, and at Nike HQ on the seasonality of the female life cycle, alongside a Chanel panel on sustainability of self, leadership, and burnout prevention. These platforms allow me to share evidence-backed insights and strategies that align with my philosophy of proactive health.

 

Can you share specifically some of the work you've been doing around preventative healthcare - how would you like to integrate this work into schools for students?

Preventative healthcare is central to my teaching philosophy. At Halcyon, I focus on helping students monitor behaviours like sleep, happiness, and energy levels, fostering intuitive self-awareness. I also integrate stress management techniques, such as mindfulness and breathing exercises, which are backed by scientific evidence, to help both students build resilience and manage stress in healthy ways.

Additionally, I advocate for integrating alternative movement styles into the curriculum, recognising that many young people disengage from traditional sports post-school. By offering diverse ways to stay active, I hope to equip students with sustainable health strategies they can carry into adulthood. An example of this is skateboarding, cultural dance, bouldering and kickboxing. 

 

How does your personal professional work deepen and strengthen your relationship with teaching here at Halcyon?

My professional work outside of Halcyon enhances my teaching by providing a broader, more holistic perspective on health education. By working with businesses to implement preventative health models, I reinforce my belief that education; whether for students or professionals; should equip individuals with the tools to thrive in life, not just in the classroom.

This philosophy informs my approach at Halcyon, where I prioritise practical, evidence-based strategies that support lifelong well-being, ensuring that every lesson has a meaningful impact on both students and staff.

 

More broadly, what are some specific PHE integrations you'd like to see across schools in the UK?

I would like to see PHE in UK schools evolve to prepare students for life beyond school, integrating practices like stress management, mindfulness, and breathing techniques. I also advocate for alternative movement styles in the curriculum and encourage students to monitor behaviours like sleep and energy levels.

These changes would help students develop greater self-awareness and autonomy over their health, ensuring they leave school equipped with the tools they need for lifelong well-being.

 

What are some of the biggest challenges around shifting the culture of PHE in schools?

A key challenge is redefining the perception of PHE as more than just physical activity or sports. Shifting the narrative to include mental health, life skills, and emotional well-being, especially as we navigate an expanding digital world requires a cultural change across schools.

Another challenge is equipping teachers with the training and resources needed to deliver a broader health curriculum, especially given the competing demands within schools. It’s also vital to remember that teacher health must be a priority in this process.

 

Any wisdom or philosophy you'd like to add?

True prevention is about creating a society where individuals are empowered to make informed decisions about their health, not just reacting to illness or focusing on early diagnosis. Whether in schools or workplaces, my philosophy centres on providing people with the tools and knowledge to proactively manage their well-being for a lifetime.

Education should not only prepare students for exams but for life. Bridging the gap between academic success and personal well-being is at the heart of my work, ensuring that we equip future generations with the skills to flourish, not just survive. We are humans not numbers.