WELLBEING
of our pupils. However, the promotion of a healthy
sense of wellbeing cannot just be the responsibility of a
pastoral team or even one particular subject – e.g. PSHE.
As teachers, how we interact with young people at any
time and in any lesson can have a profound effect on
their emotional and mental wellbeing. It is not just what
we teach, it is how we teach and how we respond to
our pupils. Therefore, any approach to wellbeing must
be all-inclusive, it needs to be a part of the pastoral and
educational ethos of a school.
There is a wide variety of grey literature that supports
the need for a whole school approach to wellbeing
(Public Health England 2014, National Institute for
Health and Care Excellent, 2009). Evidence highlights
that taking such an approach can impact a range of
health and social outcomes (Public Health England,
2014). A whole school approach permeates all aspects of
school life – the culture, ethos and environment, learning
and teaching, and partnerships with families and the
community (Public Health England, 2014).
Project design
Exploring wellbeing at
Sevenoaks School
Penny Hargreaves, Head of PSHE
Background
Wellbeing is not a new movement in education.
The Education Act of 2002 stipulates that schools
have a duty to improve the wellbeing of children and
young people, including physical and mental health
and emotional wellbeing.
This was followed up in the 2006 Education and
Inspections Act and through subsequent criteria for
the inspection of schools in both the maintained and
independent sectors. Over the past 17 years there has
been an increasing emphasis on ways to foster wellbeing
(Stirling, S. and Emery, H, 2016).
At Sevenoaks we have a strong pastoral system
of management, Boarding Housemasters and
Housemistresses (BHMs), Divisional Heads and Tutors.
We have School Counsellors and the Health Centre Team.
These individuals work together to support the wellbeing
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Initially I sought to explore a definition of wellbeing.
There are many definitions already in existence. Several
strands to wellbeing are highlighted in the literature:
physical; emotional; spiritual; intellectual; social;
environmental and occupational. My preference is for
a definition that acknowledges wellbeing as creating
the equilibrium between personal resources and
personal challenges:
Resources
Psychological
Social
Physical
Challenges
Wellbeing
Psychological
Social
Physical
Dodge et al (2012)
The particular focus of this project was the academic
curriculum and how the ways in which we engage with
pupils can have a beneficial effect on their wellbeing.
Sevenoaks has quite informal yet respectful working
relationships between staff and pupils. This is easily
identifiable in the co-curriculum in which staff lead the
students towards a common goal, be it a team match, a
music or a drama performance. The co-curriculum also
allows an element of choice for students – they can
participate in something they choose, that they enjoy
– which will have a positive impact on their wellbeing.
If we are able to foster these supportive and respectful
relationships with our pupils through co-curricular
activities, is this being replicated in the classroom?