A child’s emotional health and wellbeing influences their cognitive development and learning as well as their physical and social health and their mental wellbeing in adulthood. Giving every child the best start in life is crucial to reducing health inequalities across the life course.
Developing emotional resilience
The development of social and emotional skills is integrated within all subject areas. These skills include problem – solving, coping, conflict management/ resolution, resilience and understanding and managing feelings. Many of these areas are re-visited through our Personal Social Health and Economic education (PSHE) curriculum. This includes practical activities relevant to the children that focus on mental health and emotional wellbeing.
Children deserve respect. When we act respectfully, we show consideration for the feelings, wishes or rights of others. When children are respected they succeed in life. When a child experiences respect, they know what it feels like and begin to understand how important it is. If children don’t have respect for peers, authority, or themselves, it’s almost impossible for them to succeed.
Inclusion is the willingness to form relationships with people who are different from you and the ability to make them feel like they belong. When children feel included and connected to school they will be more likely to participate in the school community and achieve academic success. Feeling included and having a sense of belonging is a major feature in promoting emotional wellbeing. A lack of belonging can have adverse effects for children and young people, causing them to become disaffected, disengaged within school, and involvement in activities, which are unconstructive to their learning.
Children need to feel nurtured in order to have a healthy mind. Our nurture group trained staff are on duty in our wellbeing zones for children to talk to and be heard about any worries they may have. The wellbeing zones offer children a retreat from the hustle and bustle of a busy playground. Quiet and calming music is played to encourage a peaceful environment and mindful activities are available for children to complete. Our friendship fixers are also based in the wellbeing zone.
What our children say about the wellbeing zones
“I had a poorly tummy and I had no one to play with. I like the wellbeing zone for times like this.”
“I’ve enjoyed coming to the wellbeing zone because it’s helped me build up my confidence in my lessons. It’s also helped me make new friends.”
“I like it when I need some alone time.”
“I like coming to the wellbeing zone because it is peaceful and quiet.”
“If you want to write or colour it is a good place to come. I wrote a letter to my friend from another school.”
“Because it’s loud outside and it’s calm in the wellbeing zone.”
Active children do better in every possible way. They perform better in school and are better behaved. Active children have improved chances for better physical, financial, emotional and social outcomes in the future. Every kick, jump, sprint, lunge, stretch and throw increases a child’s chances of success, in school and in life.
However, today’s generation of children are the least active in history. With each passing year, they engage less in active play and sport and have fewer opportunities for quality physical education. The cost of inactivity is high, and children begin paying the price as early as primary school. When children do better, schools and communities do better.