WELLBEING
and those that they would like to attend. This means
that there are often low attendance rates at our
activities, and this can be demoralising for staff. We can
end up pitching ourselves against our colleagues – which
of course is not good for staff wellbeing.
Many schools already have established wellbeing
programmes and designated leads in place, so there are
lots of good examples that can help us enhance our
current practice. This does not necessarily mean big
changes straight away, in fact small changes, embraced
by all departments, could have a big impact. We need
to be proactive in our approach – enhancing positive
wellbeing through how we interact with young people
and the opportunities we offer them.
For consideration
References
Dodge, R., Daly, A.P., Huyton, J., Sanders, L.D. (2012) The challenge of defining
wellbeing. International Journal of Wellbeing, 2(3), 222-235. Available at:
http://www.internationaljournalofwellbeing.org/index.php/ijow/article/
viewFile/89/238?origin=publicati (accessed 23.07.19)
National Institute for Health and Care Excellence (2009)
Social and Emotional Wellbeing in Secondary Education. NICE. Available at:
https://www.nice.org.uk/guidance/PH20/chapter/1-Recommendations#social-
and-emotional-wellbeing (accessed 23.07.19)
Public Health England (2014) The link between pupil health and wellbeing
and attainment: a briefing for head teacher, governors and staff in education
settings. Public Health England. Available at: https://assets.publishing.service.
gov.uk/government/uploads/system/uploads/attachment_data/file/370686/
HT_briefing_layoutvFINALvii.pdf (accessed 23.07.19)
Stirling, S. and Emery, H. (2016) A Whole School Framework for emotional
Wellbeing and mental health – supporting resources for school leaders.
National Children’s Bureau. Available at: https://www.ncb.org.uk/sites/
default/files/field/attachment/NCB%20School%20Well%20Being%20
Framework%20Leaders%20Resources%20FINAL.pdf (accessed 23.07.19)
• A cohesive whole school wellbeing approach should
continue to evolve
• Build on existing good teaching practice in the
classroom – support and advice could be more
consistent across departments
• The development of wellbeing in the co-curriculum
could be more fully recognised
• Embed wellbeing into the curriculum – exploring
how each subject could embrace wellbeing through
its teaching.
External speakers:
academic enrichment
Figure 2.
Lunchtime clubs:
code breaking / puzzles
Field trips and
activity days
Theatre trips
Cross-curricular
trips for LS
Subject days:
cultural
awareness
L6th lectures
Theatre technicians club
Cinema and
theatre trips
Extending
subject
appreciation
LAMDA / TRINITY
lessons
Drama scholars
practical sessions
Play reading group
IMPROV club
Art clubs
Sixth form societies:
range of subjects
Drumming and
Ukulele groups
Schools challenges:
in a range of subjects
12
Alexander
technique
Loads of individual
physical activities:
yoga, climbing,
swimming, fitness
Music lessons
Choirs and
orchestras