Wellbeing in the classroom: rethinking support for children in a digital world – Fiona Spellman
In response to growing concerns over children’s mental health, schools are beginning to find new and inventive ways of supporting every child to thrive.
Many parents and teachers share concerns about the safety of our children online, and whether we are preparing them adequately for a world few of us can truly understand.
In many areas children face long waits to access specialist support with their mental health, and since the pandemic, demand for these services has soared.
Schools cannot be or do everything, and children with clinical needs must be given the support and access they deserve.
But schools have a key role to play in promoting the wellbeing of all pupils.
Children bring experiences with them to the classroom that affect learning – whether we engage with them or not.
Smartphones, for example, are deeply embedded in children’s social lives, learning habits, and even emotional development. From group chats and social media to online games and YouTube, smartphones are a primary medium for connection, entertainment, and in some cases, education.
At SHINE some of the innovations we support are often accessed via smartphones – from Times Tables Rockstars to Revise Chemistry with Mr B – so we know they can provide access to high quality education, as well as providing other benefits.
Banning smartphones in schools has attracted much of the attention of policy makers, but this is only part of the answer. In fact, when schools adopt “zero phone” policies without creating spaces for children to understand the issues they create, they risk missing an opportunity to teach students how to use technology wisely and ethically.
When students understand the “why” behind limits, they’re more likely to practice self-regulation.
Similarly, adverse experiences children face beyond school affect their learning, and the best schools find ways for children to explore these with trusted adults.
The Story Project is a great example of how schools can support children to explore issues in their lives from an early age. By using the power of expertly curated stories, children can develop an understanding of characters who experience a variety of issues, ranging from grief, separation or discrimination, and open the door to their own emotional regulation and wellbeing.
SHINE has supported The Story Project from its inception, and we’re so proud that this is now reaching children in primary schools right across Bradford, with promising impact on both reading attainment and children’s wellbeing.
Whitefield Primary School – a wonderful school in Liverpool which has achieved the gold-standard School Mental Health Award – has also been supported by SHINE to develop a whole-school approach to promoting emotional self-regulation which is driving high rates of attendance and positive engagement with school.
The challenges in children’s mental health are significant and as parents we all worry for the safety of our children online. Effective school-wide approaches to promoting positive wellbeing already exist. The challenge now is to connect and share the practice that works best.