Teacher and learner wellbeing is at the heart of our service ethos.
Our Mission
We believe that where ever teachers flourish so do learners. Flourishing teachers create the foundations for learning to flourish. Flourishing leaders in education enable teachers to live a balanced life inside and outside school. Flourishing schools provide the foundations for balanced perspectives, approaches, attitudes and living for all.
Our Goal
We are witnessing a paradigm shift in education from focusing on academic achievement to creating a culture of wellbeing in schools. Our goal is to encourage a sustainable commitment within schools to pupil wellbeing, including a commitment to measuring their wellbeing in order to enable children to become school ready and life ready.
Why consider emotional wellbeing first?
Emotional wellbeing impacts on educational outcomes at all levels. Early intervention promotes social and emotional development that in turn significantly improves mental and physical health, educational attainment and employment opportunities.
Promoting teacher wellbeing
There is good evidence that teachers cannot transmit emotional and social competence and wellbeing effectively if their own emotional and social needs are not met. At the same time, there are indications that teachers feel very stressed at present.
Research on emotional wellbeing
Research consistently demonstrates that all children need to be taught in environments that foster emotional and social wellbeing right from the start, that they need to learn emotional and social competences at a surprisingly early age, and that any targeting needs to start early too.
In general, an environment that enhances competence and wellbeing is one that fosters warm relationships, encourages participation, develops pupil and teacher autonomy, and fosters clarity about boundaries, rules and positive expectations.
Taking a whole school approach
There is strong international evidence to suggest that a whole school approach is vital in effectively promoting emotional and social competence and wellbeing. The transition from primary to secondary school was mentioned as a source of particular stress for pupils.
