Innovate Issue 1 November 2019 | Page 12

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 10 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?