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f the many buzz words to gain traction in the educational world, well-being has to be one of the buzziest. But it’s far more than just a fad. Well-being matters. It’s described by one set of researchers as ‘the overarching goal of all human actions’. When the conditions are met that allow individuals and societies to flourish, levels of well-being rise. It’s something that needs to be a priority, given figures from the latest National Well-being measurement that cite loneliness, unemployment and a limited sense of belonging as problems among 16 to 24 year olds. In childhood, a sense of well-being makes the difference between being able to cope and feeling helpless and overwhelmed. When levels of well-being are strong, says the organisation Mentally Healthy Schools, it feels as if all the components of our lives are in balance. Children feel motivated, engaged, O
resilient and able to bounce back from troubles and challenges. “I think the whole concept of well-being is having a sense of ease of who you are and where you fit in the world,” says Dave Watkin, assistant head at Culford School. Children who don’t flourish can end up struggling as adults, too. One mental health charity says that well-being can be a better predictor of a child’s subsequent life chances than their underlying ability. Helen Hynd, head of pastoral care at The Leys School, says that well-being is about getting the right balance between all the component parts of children’s lives. “It is the term we use to focus on the balance that needs to be achieved when looking at work, physical and mental health – where a child finds their place in the community and develops a sense of responsibility to the wider community, values and principles.” The need to prioritise well-being is well understood by our area’s schools. One reason they play such a vital role in supporting mental well-being is that, next to parents, teachers are often the adults who children know best – and who in turn know and understand them. As a result, they are frequently the first people children turn to when they’re in distress. Being around as a consistent, helpful presence can mean a great deal, particularly if there’s uncertainty in other areas of pupils’ lives. Parents, too, will often confide in teachers ahead of any other mental health professional when their child is in difficulties. By the time children leave secondary school, they’ll have notched up 7,800 u
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