“A healthy school ensures that when pupils are unhappy, anxious, disturbed or depressed there are open channels for them to seek or be offered support, without stigma and with appropriate confidentiality. A healthy school actively seeks to promote emotional health and well-being and helps pupils to understand their feelings”.

Mental health and wellbeing promote school success and improvement. Including through:

• contributing positively to priorities such as enhancing teaching and learning, raising standards, promoting social inclusion and improving behaviour and attendance;
• involving pupils more fully in the operation of the school;
• helping pupils and staff feel happier, more confident and more motivated;
• helping to meet legal, ethical and curricular obligations;
• involving parents in supporting their children.

 When pupils are happy and motivated, they clearly can get more out of life. They:

• are more engaged in the learning process;
• concentrate and learn better;
• have improved attainment;
• have a higher-esteem and confidence;
• have a say in what happens at school;
• have improved behaviour and attendance.

When staff are happy and motivated, they too can get more out of their work life. They:

• have good morale;
• have lower absenteeism;
• have positive and effective relationships with pupils;
• teach effectively.

The following is a list of possible vehicles to promote mental health and wellbeing:

• welcome days and transition events;
• strong school ethos and values which empowers tolerance and respect, including respect for and celebration of difference and diversity;
• high profile of anti-bullying procedures and policy;
• democratic process for the election of school council representatives;
• consulting pupils about change and policy development;
• pupils taking roles of responsibility throughout school;
• parent questionnaires;
• parents’ workshops / information evenings based on curriculum areas;
• regular communication and involvement over pupil progress, behaviour and pastoral issues;
• forum groups to discuss new initiatives;
• recognising the background of individual pupils and their physical, social and emotional needs;
• consistent support for vulnerable children and those with SEND;
• an exciting and varied range of extra-curricular events and trips;
• opportunities for reflection and spiritual development through art, literature, Religious Education and Collective worship;
• involving all staff in decision making and proposed change;
• consultation on training and support needs through regular review;
• regular review of staff workload to ensure a healthy work-life balance;
• robust Performance management systems.

This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.