I have been asked on several occasions recently, what lessons have been learnt and what changes have been made at school and in our community since the coronavirus pandemic took hold?
The enormous impact on families, business and, of course, school is like nothing we have seen before; the global economic shock that we will experience will be like no other. But nothing brings people together like a shared goal and as we face adversity together, with further restrictions to our freedoms to meet and move around, I am struck by how resilient and full of enthusiasm our young people are.
As we try to maintain a purposeful and effective learning environment it is worth considering that not everyone shows how they truly feel and that is why it is important that we consider the mental health of our community.
A mentally healthy school is one that adopts a whole-school approach to mental health and wellbeing and our approach means that all phases and areas of the school work together and commit to the care and support of those around us.
As we attempt to navigate the choppy waters ahead of us, we ensure that senior leaders, teachers, staff, parents, carers and the wider community understand the need to support children.
So what does a whole-school approach to mental health and well-being look like?
There is robust evidence to show a strong link between mental health and academic achievement, our curriculum supports and develops pupils’ understanding of mental health and wellbeing and our strategic planning incorporates it as part of our school improvement plan.
A whole-school approach is about developing a positive ethos and culture where everyone feels that they belong. It involves working together to develop a school community that is welcoming, inclusive and respectful. It means maximising children’s learning through promoting good mental health and wellbeing across the school; through the curriculum, early support for pupils, staff-pupil relationships, leadership and a commitment from everybody.
I have never met a more committed bunch than the Sherfield staff. They have been hard at work helping children re-engage with school life and develop those essential social and emotional skills that they need to cope effectively with setbacks and remain healthy. I am sure you will have seen, via our social media pages and this newsletter, a snap-shot of the fun they are having since returning to school through the wide range of social interactions and extra-curricular activities.
What isn’t so obvious is that those activities show the whole-school, targeted approach to wellbeing; through small group activities, broadening day to day contact, building healthy relationships and strengthening protective factors, which are attributes in children that promote resilience and reduce risk, thereby improving health and well-being.
So, what lessons have been learnt? Well, for me, it is not a new lesson but, the situation we all find ourselves in reinforces the fact that good mental health and wellbeing is a journey that involves us all. It needs thought, communication, planning and on-going evaluation and is certainly not a one-off activity but as a community, I believe we are in good shape and well placed to ensure the continued mental fitness of our children.
Mr James-Roll
Deputy Head
News Senior Leadership Team Blog
Share