Today, the world comes together to observe World Mental Health Day. This year’s theme, Health for All, serves as a poignant reminder that we all share a responsibility to prioritise and nurture mental health and wellbeing.
Regardless of our individual philosophies on education and the purpose of schools, it’s clear that we are all, first and foremost, teachers of wellbeing. Schools have boundless potential to contribute to social betterment, benefiting both individuals and society as a whole.
Despite the many (and, at times, competing) objectives of schools and their various stakeholders, one thing remains evident: enhancing educational attainment and promoting the health and wellbeing of pupils are not mutually exclusive goals, but are complementary.
What can be challenging for educators is finding the time and resources to ensure that both aspects are prioritised inside and outside the classroom, and by those assessing the effectiveness of schools.
In the most recent data from the Programme for International Student Assessment, which included the UK, there were inquiries regarding pupils’ life satisfaction and wellbeing. These findings indicated that, on average, British pupils reported slightly lower life satisfaction levels compared to other countries in the Organisation for Economic Cooperation and Development.
Also, reports such as the Royal College of Paediatrics and Child Health’s State of Child Health in the UK (2020) have shown that, worryingly, progress in children’s health and wellbeing in the UK has not only stagnated but has reversed.
Data from the UK Household Longitudinal Study, as reported in The Good Childhood Report 2020, has revealed a downward trend in wellbeing over time.
Today, on World Mental Health Day, it is crucial to acknowledge these challenges. We all have a duty to ensure that the wellbeing of our pupils improves. Here are three key recommendations:
1. Put your own mask on first
Within the school environment, teachers and adults set the tone and atmosphere that shapes the experience for pupils. It is important that we actively encourage and empower teachers and school staff to prioritise their own wellbeing.
Mary Myatt’s book Back On Track prompts us to critically assess redundant school processes and their alignment with the core mission of education; teacher workload emerges as the primary factor having an impact on the wellbeing of our valuable staff.
Constant change at the hands of political forces, inspection pressures and pay battles have left their marks on the teaching profession.
Schools, therefore, can support staff by creating safe and supportive staffroom environments, exploring mentoring and coaching opportunities and evaluating the necessity of demands placed on teachers.
2. Prioritise predictability
Schools perform important functions but, for some, they can be the safe space in an otherwise chaotic life. Supporting mental health and wellbeing in the classroom involves establishing predictable routines, especially given the emotional intensity of the teenage brain’s development.
Predictable routines aren’t just a behaviour strategy; they lay the foundation for trust and safety in the pupil-teacher relationship.
These routines reduce stress and anxiety for pupils, offering a sense of certainty in an often unfamiliar environment. Routines enhance the learning process by freeing up cognitive capacity and allowing pupils to focus more on learning.
3. Building belonging
Our very survival as a species has been centred on our abilities to connect, collaborate and thrive in communities. Humans have a profound need for meaningful communication and love, which have sustained humanity, and this extends to pupils, who possess a biological need for belonging.
Whether through the support and camaraderie of a house system (think about how important this was for Harry Potter as he donned his sorting hat), the empowering voices heard in extracurricular debate club, or the unity found in school football teams, these activities provide pupils with opportunities to define their identities.
Through these positive interactions, pupils cultivate a strong sense of belonging and self-worth, both of which are critical components for preserving good mental health.
Schools are crucial in supporting the mental health and wellbeing of our children. By taking proactive steps to address these issues, we can work towards a future where “health for all” becomes a reality, ensuring that every pupil has the opportunity to thrive academically and emotionally.
Kirsten Colquhoun is a school head of guidance and pastoral care in Scotland. She is also the author of A Practical Guide to Pupil Wellbeing: Strategies for Classroom Teachers
