Author Archives: wellbeingandinclusionsig

David Baker, BArch(Hons), PGCE, MPhil (Education Research) 1st Year PhD student at the Faculty of Education, Cambridge. Also advisor to School21 and the Big Education MAT on the design of their schools. In the search for ways to improve teachers’ wellbeing, might there be some new ideas to be found at the intersection of wellbeingContinue reading “Teachers’ wellbeing and school staffrooms – is there a link?”

Tamara Achampong, BSc (Psychology), SIG Co-ordinator and MPhil Psychology & Education Student (Faculty of Education, University of Cambridge) Whilst the relationship between Maths Anxiety and Maths Achievement has been established, the impact of Socio-economic Status (SES) and Self-efficacy for Self-regulation on this relationship has yet to be explored, and this research hoped to shed light onContinue reading “Influence of SES and Self-Efficacy on Maths Achievement and Maths Anxiety Relationship”

Andrie Savva, PhD Candidate, University of Cambridge; Simon Glenister, Founder and CEO Noise Solution CIC & Portia Ungley, EdD researcher on play and rigour in HE, yoga teacher, Raw Light academic and creative retreat founder, former associate professor The currency of our times is often linked with decreased wellbeing. This ascertainment has lead to aContinue reading “Arts-based approaches to promoting student wellbeing”

Ruth Platt, Early Years Teacher, Assistant Head, Educational Consultant and Med Student at Cambridge University’s Faculty of Education and Tania Clarke, SIG Co-ordinator and PhD student. They both met following the publication of a recent article Tania wrote in Theory and Research in Education: Children’s wellbeing and their academic achievement: the dangerous discourse of trade-offs inContinue reading “Could Early Years Approaches to Wellbeing Inform Practice in Primary & Secondary Education?”

By Helen Clare, Senior Yoga Teacher, PGCE, BA Hons Introduction On Thursday 19th November 2020, members of our Wellbeing and Inclusion Special Interest Group (University of Cambridge) met online to engage in a session led by Helen Clare, a Senior Yoga Teacher and Primary School Educationalist. Helen’s session was entitled ‘What is yoga – andContinue reading “What is yoga – and how can it raise well-being in schools?”

By Lauren Cross, Research Assistant and Tamsin Ford, Professor of Child and Adolescent Psychiatry in the Department of Psychiatry (University of Cambridge). They both work within Child and Adolescent Resilience and Mental Health project within the department. What are the implications for the second national lockdown? As we reacclimatise ourselves to a second lockdown itContinue reading “Exploring the experiences and impact of Covid-19 on Children and Young People’s mental health and wellbeing in England (2020)”

By Julie Bailey with Tania Clarke, Emily Williams and Anna-Rose Harris At a time when physical wellbeing – our own, those we work with, and in our local, national and global communities – is placed first in our priorities as it was when we made the switch to remote working in March 2020, where doContinue reading “Wellbeing and achievement in a pandemic exam term – How did we do? What did we learn?”

Wanying Zhou, PhD Student in Psychology and Education & Mental Health Counsellor (Hangzhou, China) Covid-19 caught the world off-guard. At the time of writing, it has been five months since the outbreak, and, as one of the first countries to face this epidemic, China has taken the lead in confronting the challenges presented and adaptingContinue reading “Post-pandemic education in China”

Part A: Keeping our young people safe Nomisha Kurian, PhD Candidate (Research for Equitable Access and Learning Centre, University of Cambridge). Her work examines ways to make education more inclusive and supportive, especially for young people at risk of violence and marginalisation. Our Wellbeing and Inclusion seminar on May 13th was a joy to leadContinue reading “Promoting wellbeing through inclusion: supporting our LGBTQ+ young people and teachers”

The decision made by the government in England to begin a phased reopening of schools from the 1st June 2020 has concerned school leaders and councils, with parents equally worried about the safety of their children. Our Special Interest Group for Wellbeing and Inclusion – representing a range of interdisciplinary perspectives – discussed some of the key issuesContinue reading “Interdisciplinary perspectives on the transition back to school following the Covid lockdown: Part 3”