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.
The gorgeous Honey, Florence and Archer! Creating a culture of wellbeing with animals in schools During a recent visit to a primary school in North Dorset, I was met by the Headteacher and her two dogs. [...]
Recovery curriculum for mental health Over the last 18 months schools have been riding a tidal wave of multiple changes. Children and adults alike have been swept through uncertainty and change like a tsunami with no one being [...]
Partnership with parents It has been widely recognised that schools working with parents in partnership is important for children’s academic learning and achievement. It is often part of a school’s mission statement or in a school’s prospectus or welcome [...]
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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