VIEWS & OPINION
A happy student is a successful student – the importance of mental wellbeing By MELODY JONES, Second Master (Senior Deputy Head) at St Albans School
Across a growing number of workplaces and organisations, topics such as mental health and wellbeing, that would likely not have been even discussed ten years ago, are now being considered, debated and addressed. Mental health issues have become an
increasingly common challenge for both employees as well as children, be it depression, anxiety or stress and how to best cope with them. Some of the most vulnerable in society are
young people, especially those entering their teenage years who are struggling with the difficulties of growing up and finding their own voices, independence and ability to juggle the numerous pressures that they face, when trying to keep up with their peers. As Second Master at St Albans School, I know
our approach to place greater emphasis on student wellbeing has been incredibly important. Nationally about ten percent of young people are currently said to be suffering from a diagnosable mental health issue, and rates of depression and anxiety in teenagers have doubled in the last 30 years. Most students
are not even aware that they have a problem, let alone how to overcome it. This is where the school community – and teachers in particular – can play a vital role. Teachers need an even better knowledge of
their pupils, so that their emotional wellbeing can be understood. Given that schools today can have thousands of students this is perhaps easier said than done. But within classes of individuals, identifying the pupil that might be vulnerable and getting to know them can prove an essential part in providing that individual with help and support. When a child is happy and content, they can
achieve their potential. There is no point in pushing a pupil academically if they are unhappy, as that young boy or girl will simply not be able to achieve what they are capable of. As teachers, we can be with our students for
up to 10 hours a day; in some cases, we see them more than their parents! That means we are often in a better position to recognise any changes in behaviour or other possible warning signs. The most experienced teachers are unlikely to encounter an issue that they have
never come across before, and are an essential first line of defence. It is this pastoral care that is an absolute
priority. If schools want to see their pupils thrive across the board, they cannot achieve this without strong and healthy-minded students. Auditing how a school deals with mental
health is important, notably its referral processes and how students are best supported. Identifying the more vulnerable and creating individual care plans for those that need them are also essential. Visiting experts help to raise awareness amongst peer groups and highly- trained staff can deliver practical assistance through workshops and role play. A happy student is a successful student, and
we all have to be fully committed to maintaining a healthy conversation about mental wellbeing amongst our young students, so that it is never a taboo topic, and to make sure the ten percent figure falls. In doing this, we can go a long way to ensuring each child fulfils their potential.
uwww.st-albans.herts.sch.uk
Leaders’ corner: People Management Comment by STEPHEN NUNN, head of schools services at EES for Schools
By reviewing research on worldwide school improvement, we found that there are 25 characteristics that form the foundations of effective schools within six key dimensions. People management is one of these key aspects that is crucial for schools looking to improve their teaching and learning provision. Teachers have the greatest impact on pupils’ learning: the more effective
the teacher, the better the learning experience. Research has shown that an effective teacher can make a 40 per cent difference in pupil learning, so ensuring teachers are equipped with high levels of skill and knowledge and have clear objectives is crucial for achieving best practice. Effective performance management ensures staff members are allocated
line manages, with whom they can identify their strengths and weaknesses, and then set clear objectives that need to be met to achieve pay progression. Line managers are formally accountable for the performance of staff and therefore have a responsibility to address under-performance swiftly and professionally. They must also support their staff by making suggestions for improvement to senior leaders, for example professional development. It is then the responsibility of the school to equip teaching staff with the skills needed to develop professionally. Research has shown that truly effective schools have strategies in place to
deliver active and evidence-based continuing professional development (CPD) that supports the development of teaching provisions. CPD needs to be a prerequisite for teaching staff, not an option, and should focus on developing teachers’ knowledge of all subjects and how pupils most effectively learn.
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Training and development needs to be part of the long-term plan that addresses the objectives of the school and the needs of the teachers, and should be systematically tracked by measuring the impact on pupils’ learning. All staff need to recognise that they have an important role to play in the professional learning community. When recruiting new staff, an effective school has a plan in place that
addresses short-term and long-term staffing needs so that only those candidates that have the best skills, qualifications, potential and experience, where necessary, are employed. Schools that listen to their teachers and review staffing needs regularly are
likely to have a higher retention rate, as staff feel supported and receive the guidance needed to improve and further their career. An open and transparent dialogue between line managers and teachers facilitates this, incorporating staff views, feedback and development. Staffing gaps cause unnecessary disruption to learning, but when cover
strategies are created and implemented to monitor and address the issue, high standards of teaching and learning can be upheld, so that pupils and teachers alike experience minimal disruption during these occasions. A school is more efficient when staff are managed correctly and
understand their roles within the learning community. It is the responsibility of leaders to ensure all staff feel supported through regular reviews and are given the encouragement and resources needed to progress professionally. After all, pupils may be at the heart of the school, but it is the teaching staff that keep the heart beating.
July/August 2016
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