Wellbeing Award for Schools (WAS)
Introduction to the Award
Developed in partnership with the National Children’s Bureau (NCB), the Wellbeing Award for Schools is intended to help schools prepare and equip themselves to promote emotional wellbeing and positive mental health across the whole-school community. NCB’s vision is an education system where good emotional wellbeing and mental health are at the heart of the culture and ethos of all schools, so that pupils, with the support of their teachers, can build confidence and flourish. Evidence shows us that wellbeing is of central importance to learning and attainment, with high levels of wellbeing associated with improved academic outcomes. Conversely, pupils who have mental health problems are more likely to have academic difficulties at school and experience social disadvantage later in adult life.
We also know from recent research (CYPMHC, 2023) that there is a link between pupils’ emotional wellbeing and mental health needs, and classroom behaviour. It is also the case that schools should consider the impact of policies, particularly those related to behaviour and attendance, on their pupils’ wellbeing.
To achieve this vision of wellbeing at the heart of learning, NCB advocates the use of a ‘whole-school approach’ where all aspects of the school experience are harnessed to promote the emotional wellbeing and mental health of pupils and staff. It is an approach where emotional wellbeing and mental health is everybody’s business.
There is continuing evidence of the impact of the pandemic on the emotional wellbeing and mental health of children, their families and school staff. Bereavement, social isolation, increases in domestic abuse, increases in financial hardship and poverty, the loss of opportunities for staff to spot emerging needs in pupils, the suspension of school-based services and the reluctance of children, families and staff to seek medical help during lockdowns all contributed to both acute and longer-term challenges to emotional wellbeing and mental health. A high percentage of children and young people with pre-existing mental health needs say that their mental health deteriorated during the pandemic, and, for some, for whom working at home reduced their anxiety, there have been challenges in getting back into school and re-establishing regular attendance. Additional pressures arising since the return to school are further increasing financial hardship.
The pandemic has also sharpened our focus on inequality and the disproportionate representation of vulnerable groups among those worst affected by mental health challenges. This is closely associated with some of the most pressing issues in our schools, such as persistent absence. Amongst those groups are those with SEND, pupils on FSM, and ethnic minorities. The March 2023 SENDAP Improvement Plan recognises the link between SEND and mental health challenges, and the fact that mental health is one of the ‘greatest areas of need’ for children and young people.
Recovery needs to address both the immediate and the longer-term challenges and ensure that the wellbeing of pupils, staff and the wider school community is a priority.
The Wellbeing Award for Schools is a welcome opportunity to recognise the exceptional work that schools do in this area. The key features of a whole-school approach form the basis of the award, and it provides schools with a benchmark of best practice against which to test themselves. We believe that this celebration of success will encourage more schools to adopt an approach that puts emotional wellbeing and mental health at the heart of what they do.
Calling all Parents
Change Team
The Change Team will be the driving force behind the achievement of the WAS, and its members will provide ongoing communication to the key parts of the school community they represent. The shared wisdom of this group will be a key source of insight into the best ways forward.
The Chair of the Change Team must be a member of the senior leadership team (SLT). This is to ensure that the Change Team has sufficient authority to push actions through to completion. The role of the Chair is to chair meetings of the Change Team, to delegate responsibilities evenly across the team and to act as the link between the Change Team and the SLT. It is not the Chair’s role to complete every action and KPI; their role is to make sure work is spread throughout the team and to keep the team moving forward. The Chair should preferably have a genuine interest in and enthusiasm for wellbeing and mental health. We also recommend that you consider selecting a pupil to fulfil a Co-Chair role.
Change Teams should include representatives from a cross-section of the school community. Around eight core members is a realistic size, with others invited to attend when appropriate. Ideally, you should seek to include:
·teaching staff ·non-teaching staff ·the school pastoral/well-being lead ·a parent representative ·a pupil representative/pupil advocate ·a governor ·a representative from the school’s multi-agency/external partner group ·The change team will meet once every half term.
If you are interested in becoming a member of the change team, please contact Sharon Searles at ssearles@stursulas.com