Whilst children need to have the structure, the routines, and the opportunities to engage again in learning post covid, they also need greater opportunities for a broad, creative and expressive curriculum that is embodied as a whole school approach that really holds wellbeing and children’s current and long term mental health at the heart.
Young minds #HelloYellow campaign has never been more relevant to shine a bright light on children and young people’s mental health and to shout for what is needed to prioritise support and early intervention. Let's make sure every child gets the mental health support they need.
It was a fun-packed day when we visited Barefoot Barns and took our Hamish and Milo sock puppets to visit the alpacas, sheep and ducks. It is becoming increasingly recognised now how much animals can really benefit children’s mental health and being outside with nature is incredibly powerful for mental health and wellbeing.
The now statutory subject of PSHE is vital to prepare children with the life skills and knowledge to equip them for the wider world. With a focus on mental wellbeing, is there enough focus on the complexity of emotion, opportunity to feel heard, listened too and given a language of emotion?
The unexpected announcement of a new education minister as part of the cabinet reshuffle has caused a wave of interest, relief and yet further uncertainty and anticipation as we await the implications of new leadership for our schools and the children and young people in education.
So, it’s a welcome reshuffle, out with Gavin Williamson and in with Nadhim Zahawi. This significant change comes amidst a backdrop of uncertainty, disillusion and lack of confidence. There is a desperate call for schools to feel listened to, consulted and for them to be led with clarity, care and a focus not just on academic success for children, but the heightened awareness for mental wellbeing to be prioritised.
After the summer break, schools have opened their doors again to welcome children back with an even greater need for a wide and diverse curriculum with a focus on wellbeing and mental health. The senior mental health leads are the driving force to lead the provision and to champion wellbeing, to identify and target approaches and programmes at early intervention level and ensure that every child’s wellbeing is at the heart of the school ethos, culture and values.
With the increasing focus on mental health and wellbeing in schools following on from and exacerbated by the pandemic, there are the beginnings of a strategic approach and the start of funding to support it. The initial stages saw the launch of a ‘recovery curriculum’ to get children back into schools but this is only the tip of the iceberg and the need for an informed, strategic and cohesive framework has never been more evident.
For many children, having a pet is the first time they begin to take care of another living being and to understand what it needs to be able to thrive and grow and be healthy. The life skills that come with looking after animals are not only enriching but show children their role in caring for others, developing empathy and responsibility in ensuring the pet's needs are met.
Having animals and pets in school provides great opportunities for enhancing wellbeing and creating a culture of wellness within educational settings. We are only beginning to recognise the powerful role that animals can play and how they can be a source of nurture, fulfillment, and enrichment in children’s education and life experience.
Proud to be working with the prestigious Department of Psychology, University of Bath in a research project to explore and exemplify impact on children’s wellbeing.
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