In the last decade, robust longitudinal research has shown that school-aged children’s wellbeing in the UK declines. This already observed declining trend has been amplified by the COVID-19 that brought tremendous changes to young people’s daily lives. Thus, it is our belief that teachers, school leaders, and professionals working with/in the education sector need to be aware of how to foster wellbeing in schools. The existing evidence on what works in improving students’ wellbeing in schools can be considered too complex. Therefore, we decided to write this blogpost to provide some evidence-based tips by consulting syntheses of the literature on wellbeing interventions.
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THE NUTS AND BOLTS OF WEMWBS
David Baker, BArch(Hons), PGCE, MPhil (Education Research) is a 2nd year PhD student at the Faculty of Education, University of Cambridge. David describes himself as a complexity-sensitive, qualitative-focussed mixed methods researcher. He is currently carrying out a pilot study at a school in London to test out his methodologies and methods in preparation for aContinue reading “THE NUTS AND BOLTS OF WEMWBS”
Exercise and Music are effective in promoting mental wellness among students
By Anna Wong and Paul Yip Anna Wong studied Music (BA) and Education (PhD) at Cambridge and is currently a post-doctoral fellow at the University of Hong Kong developing innovative school practices for student wellbeing. Her research interests include the therapeutic uses of musical engagement for mental health promotion and suicide prevention. Paul Yip isContinue reading “Exercise and Music are effective in promoting mental wellness among students”
Teachers’ wellbeing and school staffrooms – is there a link?
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?”
Influence of SES and Self-Efficacy on Maths Achievement and Maths Anxiety Relationship
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”
Arts-based approaches to promoting student wellbeing
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”
Could Early Years Approaches to Wellbeing Inform Practice in Primary & Secondary Education?
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?”
What is yoga – and how can it raise well-being in schools?
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?”
Exploring the experiences and impact of Covid-19 on Children and Young People’s mental health and wellbeing in England (2020)
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)”
Wellbeing and achievement in a pandemic exam term – How did we do? What did we learn?
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?”
Cambridge Wellbeing & Inclusion SIG 