Improving Student Wellbeing in UK Primary Schools

Emotional wellbeing plays a hugely important role in a child’s development, happiness and ongoing success. Not only does it shape a young person’s cognitive growth and learning abilities, but it also impacts their physical, social, and mental health as adults.

Over recent years, media coverage of mental health and wellbeing has received much increased focus – and rightly so. This continues to become an area of importance in school communities also, where the focus on community wellbeing has seemingly been of high importance for many years.

A Foreword on Student Wellbeing

According to the Mental Health of Children and Young People in England survey (2020), a staggering 16% (1 in 6) of children between the ages of 5 and 16 are struggling with probable mental health disorders, a significant increase from 1 in 9 in 2017. The gap is sure to have widened at the time of writing this article.

The COVID-19 pandemic altered the lives of many children and young people, and while some have managed to cope during this time, others, particularly those who are economically disadvantaged, female, and/or have pre-existing mental health issues, have experienced a greater negative impact on their mental health and wellbeing (Public Health England COVID-19 mental health and wellbeing surveillance report, March to September 2020).

Schools have a vital role in supporting the mental health and wellbeing of their students. By implementing tailored and evidence-based approaches, we can not only promote mental wellness, but also enhance resilience to daily challenges and readiness to learn. To ensure that students are receiving the best education and pastoral care possible, school inspections (as outlined in Ofsted’s School Inspection Handbook) evaluate and assess the efforts made by schools to prioritise physical and mental health.

4 Steps to Better Wellbeing in Schools

Early intervention is crucial in addressing and providing support for mental health issues. In their role of supporting and promoting mental health and wellbeing, schools should focus on the four focal points below:

1. Prevention: Creating a safe and calming environment that reduces the likelihood of mental health problems and improves the overall mental health and wellbeing of the school community. This includes teaching students about mental health through the curriculum and incorporating it into school activities and culture.

2. Identification: Quickly and accurately recognizing emerging mental health issues.

3. Early support: Providing students with access to evidence-informed interventions and support from school staff members, including classroom teachers who have received additional training.

4. Specialist support: Working with external agencies to provide timely access to specialist support and treatment – and if possible including the use of a trained school counsellor.

Fostering wellbeing in students is a considerable challenge due to the various aspects that must be addressed within single or ongoing interventions. Focus made by schools and staff members should be towards the establishment of a consistent and ongoing culture of wellbeing throughout the school with the participation of all school community members.

The promotion of wellbeing in schools can be difficult to balance alongside all other duties of teaching and care. Alongside this, external factors, such as what occurs in the home and family, within local communities, and on social media, can often have a significant impact on student wellbeing too.

The Finer Points: A Whole School Approach to Better Wellbeing

To successfully implement a school-wide approach to mental health and wellbeing, it is necessary to have coordination and a shared sense of responsibility among all staff members. A strong leadership team that advocates for mental health and wellbeing is crucial in ensuring that any changes are embraced and become a permanent part of the school culture

The school environment plays a major role in shaping the physical, social, and emotional health and wellbeing of students and staff. Strong relationships between teachers and students, as well as among students themselves, can foster a sense of belonging and contribute to overall wellbeing.

Research shows that the school environment can impact students’ academic performance and behaviour. The Special Educational Needs and Disability (SEND) code of practice offers guidance to local authorities, education institutions, and health organisations on how to fulfil their duty to support students with special educational needs under the Children and Families Act 2014.

There are opportunities to teach and strengthen social and emotional skills through a dedicated Personal Social Health and Economic (PSHE) curriculum. This curriculum includes statutory content on Relationships Education (RE), Relationships and Sex Education (RSE), and Health Education. According to UK government guidance, this content should be taught in a structured, organised program of lessons. Teachers should be encouraged to tailor learning experiences for their students and to support them through their personal understanding of each individual’s needs.

Allowing students to voice opinions and be involved in decision making within the school community can improve their mental health and overall wellbeing too. On an individual level, this can boost self-confidence and encourage healthy decision-making and independence. At a group level, it allows students to have a voice, share their opinions, and form strong social connections.

Schools and staff members can use a variety of tools to identify, understand and plan a response to the mental health and wellbeing needs of their pupils and students. These tools can range from simple feedback forms to validated measures that focus on both wellbeing and mental health and can help track the impact of any support provided. One example of a tool that can be used for this purpose is the Stirling Children’s Wellbeing Scale, which was developed by the Stirling Educational Psychology Service and is suitable for measuring the emotional and psychological wellbeing of children aged 8 to 15.

The scale is holistic and positively worded, and has been proven to be effective in assessing students’ wellbeing. The www.musewellbeing.co.uk whole school curriculum offers a tailored assessment questionnaire based on the principles of the Stirling Children’s Wellbeing Scale. Teachers are able to monitor and assess student wellbeing using the Muse questionnaire at regular intervals throughout the academic year.

There are other steps schools can take, such as increasing communication and the positive links between school communities and families. It is important for schools and colleges to make sure that the mental health and wellbeing support they offer is clearly communicated to parents and caregivers. If they identify additional needs, they should work with the local authority to ensure that parents and caregivers are aware of the wider support options available in their community.

Final Thoughts

Clearly, a whole school focus is essential to developing the right environment for nurturing the wellbeing of students in our care – and there are many elements to consider when developing this approach. Strong leadership members within schools can help drive focus towards promoting a culture of care as well as getting buy-in from all school stakeholders.

Many curriculums, such as Muse Wellbeing, offer tailored weekly learning resources to help promote student wellbeing alongside a curriculum of PSHE and RSE lessons.