WELLBEING
This includes sending timetables through in advance so that pupils can familiarise themselves with new routines and expectations, and arranging pre-term meetings with staff or key adults to ease anxieties and build confidence. Putting buddies in place to ensure there’s a friendly face and peer support, as well as dedicated pastoral time for form groups with their tutors, can also reinforce a sense of belonging and continuity, says the school. At St Faith’s, director of pastoral care Mike Critchley explains how the school started a big brother and sister programme where year 2 pupils are aided in their transition to year 3 by members of year 7 going into year 8. The older ‘siblings’ teach practical skills, answer questions about school life and become another friend. Framlingham College, too, ensures that there’s plenty of contact with new pupils well before they start at the school, easing any stress. This is done via “regular communication throughout the summer, videos that introduce families to the house and its personnel, house newsletters and
Many children will experience emotional or behavioural problems at some point, and in most cases these will resolve over time, but if you have concerns about your child’s mental health, the NHS lists the following ways to spot if something is wrong: • Significant changes in behaviour • Ongoing difficulty sleeping • Withdrawing from social situations • Not wanting to do things they usually like • Self-harm or neglecting themselves Find out more at mindedforfamilies.org.uk/young- people/should-i-be-concerned How to know if your child is struggling
messages of welcome from current pupils,” says Louise North. In the new term, that emphasis on reassurance continues. At Abbey College Cambridge, students start the new academic year with an extensive introduction to school life both inside and outside the classroom, focusing on six aspects of health: emotional, physical, technological, future, study and global. “Our new students are excited but anxious in a new environment, so we have a four-day induction programme that addresses all our six strategies,” says principal Ellen Hesse. Any worries that students may have, from how they will cope with the demands of GCSEs and A-levels to building strong and healthy relationships with their peers and staff, are comprehensively addressed. “The four days of the orientation programme are based on working in groups, having fun and making sure activities are engaging so they start coming out of their shells and exploring relationships around them,” says Ellen. Part of the transition process at Stephen Perse Cambridge includes highlighting the role of the school’s counsellors so that pupils know where to go for help. The focus is on building a team around the child. It’s a whole school approach so that if a child experiences difficulties – which might include coping with the increased workload in GCSE years or moving school – the understanding and help is in place. “Most children will go through a wobble at some point,” Shahzad Rahman acknowledges. “It’s about making sure we have a safety net to catch them when they have those wobbles.” Ongoing support Throughout the year, our area’s schools and colleges continue to make wellbeing and mental health a priority, embedding them in every aspect of the school culture. Framlingham College’s pastoral care strategy is designed with the rhythm of the academic year in mind, says Louise North. “We understand where the pressure points come for pupils in different year groups, and we adjust our support accordingly.”
FRIENDLY FACE St Faith’s (below) and Stephen Perse Cambridge (right) help new pupils settle
CAMBSEDITION.CO.UK OCTOBER 2025 57
Powered by FlippingBook