Sanja Vicevic Ivanovic
Dr Sanja Vičević Ivanović, Deputy Principal, Greenfield International School
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Dr Sanja Vičević Ivanović is Deputy Principal at Greenfield International School in Dubai. She holds a PhD in Language Teaching and an MA in Italian and German Language and Literature. As an IBEN Consultant and School Visit Team Leader and Member, she supports schools across the International Baccalaureate community.
An active researcher and international presenter, Sanja has authored and co-authored more than 20 publications, including Young Learners Online: A Guide for Foreign Language Teachers. She led Greenfield International School’s participation in the International Baccalaureate Wellbeing Action Research Programme, in partnership with Harvard University in 2023–2024, alongside 100 schools globally, and with University of Oxford in 2024–2025, alongside 15 schools worldwide. She also serves as the PYP Representative on the UAE IB Association Steering Committee.
Building a Thriving Wellbeing Community: From Shared Purpose to Evidence-Informed Action
This workshop explores Greenfield International School’s journey towards building a thriving wellbeing community, from embedding wellbeing at the heart of its mission and vision to triangulating data to make evidence-informed decisions that enhance student wellbeing.
Organised into three connected sections, the workshop examines key milestones in this journey. First, participants will explore Greenfield’s collaborative approach to developing a shared mission and vision, through which students, staff and parents contributed their perspectives. These insights were gathered, analysed and translated into a clear, collective commitment to wellbeing.
The second section examines Greenfield’s participation in the International Baccalaureate Wellbeing Action Research Project, in partnership with Harvard University (2023–2024) and University of Oxford (2024–2025). Participants will explore principles of wellbeing action research and consider how to initiate and lead a wellbeing-focused action research cycle within their own school.
Finally, participants will explore how triangulating wellbeing data with academic and pastoral information can help schools move beyond being data-rich towards making evidence-informed decisions that genuinely strengthen student wellbeing.
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