WELLBEING
A WIDE SCOPE Abbey College Cambridge (left) knows that education is about the whole child
As schools in our area demonstrate, this translates into making wellbeing an integral part of school life. Never a one- off or tick-box exercise, when done well, wellbeing is a thread that runs through every school activity and involves every member of the school community: parents, staff and pupils. As Jo Sale, principal at Impington Village and International College (IVC) and director of IB Programmes, Eastern Learning Alliance, explains: “As an International Baccalaureate World School for more than 30 years, at IVC we know education is about the whole child. We believe it’s impossible (and damaging) to see health and wellbeing as separate or an add-on to our job of educating children. “Understanding and supporting the mental and physical health of our children and our staff is critical to everything we do. Our culture is grounded in relational practice; we prioritise the relationships we form with the children in our care. Nothing is more important to us than that and it is the main way in which we support health and wellbeing.” Starting strong While wellbeing and mental health-related activities and events run throughout the whole year, the autumn term – a time of change for every child and especially those starting out at a new school – is a particular focus for initiatives. Schools plan their induction programmes with care, ensuring that they’re packed full of reassurance as well as valuable information – and often getting the transition process started well before term even begins. “The start of a new school year is always an exciting time, filled with fresh opportunities and renewed energy,” says Dani Creese, assistant head (pupil welfare) at The Perse. “For many pupils, it marks a chance to reconnect with friends, explore new subjects and embrace the rhythm of school life. However, we also recognise that, for some, this transition can bring feelings of apprehension or uncertainty.” To help every child feel supported and prepared from day one, the school offers a bespoke approach with additional measures tailored to individual needs.
A sk children what wellbeing means to them and although some might express it in different ways, a sense of comfort, happiness and good health are likely to be somewhere in the mix. Children also have mature insights into their state of wellbeing and its importance. When more than half a million were asked by the Children’s Commissioner, the majority – 80% – were positive about their mental health, happiness at home and, notably, education. As was demonstrated by the school closures during the pandemic experience, education is about far more than attending lessons. The whole experience, from the structure and routines of the school day to understanding how to build and navigate relationships, is hugely important. Some naysayers, raised in tougher times, see adversity at school as the valuable grit in the oyster; a character- forming life experience that does wonders in armour-plating a child so they’re ready for the challenges of adult life. Researchers, however, say otherwise. Children who feel valued at school are more likely to grow into happier, more successful adults with stronger friendships,
better employment prospects and healthier lifestyles. Indeed, as principal of Framlingham College Louise North reflects, “the last decade has seen a huge shift in our understanding of the significant impact that health and wellbeing have on a person’s ability to flourish in school.” Academic performance, attendance and the social and emotional aspects of students’ lives are the three main areas that can be affected by poor mental health, says Shahzad Rahman, deputy head pastoral (11-18) at Stephen Perse Cambridge. “Mental health and wellbeing have a huge impact on overall learning outcomes for any student, regardless of their age group. Unless they’re healthy, they’re not in a good position to learn,” he explains. When it comes to wellbeing, schools can do a lot to help children thrive as well as learn. They should be safe, supportive and welcoming places where children can seek help with the confidence that, when they do, they will find it and be heard.
Children who feel valued at school are more likely to grow into happier and more successful adults
CAMBSEDITION.CO.UK OCTOBER 2025 55
Powered by FlippingBook