A curriculum for wellbeing: Improving all aspects of wellbeing in curricula & schools

Pugh, Victoria (2021) A curriculum for wellbeing: Improving all aspects of wellbeing in curricula & schools. Project Report. British Educational Research Association, London.

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Abstract

Drawing from the British Curriculum Forum’s online event A Curriculum for Wellbeing, these six articles explore the mental health and wellbeing challenges facing schools today – not only those thrown up by Covid-19 but pre-existing systemic, structural and cultural issues in schools, the curriculum and society that we now have unique opportunities to reconsider and address.

The authors highlight the effective practice, delivery and evaluation that is already in place, and assess what more can be done. They examine a range of factors such as mental health support, emotional literacy, the welfare of teachers and staff, a sense of belonging and how curriculum subjects can be developed to ensure that pupils have the skills and knowledge they need in order to thrive. By drawing from and developing existing creative and inclusive approaches to curriculum design, they conclude, we can create an effective and high-quality curriculum for wellbeing that can benefit all members of society.

The collection includes articles from the following contributors.

Jonathan Glazzard and Samuel Stones explore the statistics on and the reasons behind mental ill-health among school pupils, and set out both what a curriculum for mental health might look like and how it can be created.
Michael Eggleton presents a case study of the benefits of RULER, a research-informed approach to social and emotional learning called, when adopted alongside a trauma-informed approach to teaching and learning.
Michelle Jayman draws on the latest research to explore the need for whole-school approaches to supporting the mental health of both pupils and staff.
Tracy Hayes and Mark Leather discuss outdoor education and the need for schools and society more widely to consider the wellbeing of both people and environment.
Branwen Bingle and Rachael Bullingham share research on the interplay between the professional and personal lives of lesbian and gay teachers, highlighting
the importance of a sense of belonging and acceptance to staff wellbeing.
Victoria Pugh argues that it is essential for schools to adopt a strong personal, social, health and economic (PSHE) curriculum that meets the needs of both pupils and the wider community.

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