VIEW FROM THE CLASSROOM
What school wellbeing looks like when students lead the way
Tell us about your approach to wellbeing at Loughborough High School
In an ever-evolving world, where young people face increasing social, academic and digital pressures, alongside the anxieties of climate change, economic shifts and global conflict, promoting a strong culture of wellbeing within schools has never been more important for young people. Secondary school years are a critical time for intervention. A government survey in December 2025 found that 44% of 11–18-year-olds feel lonely, while organisations such as Place2Be report that half of mental health issues begin by age 14.
S
tress Awareness Month may have drawn to a close, but for Loughborough High School – part of the Loughborough Schools Foundation – the conversation about student wellbeing never stops. Miss Victoria Standring, Assistant Head (Pastoral), shares how a whole-school, student- centred approach is empowering young people to manage stress, build resilience and foster a supportive, happier community.
At Loughborough High School, we believe that academic excellence and emotional wellbeing are not separate aspirations; they are deeply connected. When girls feel safe, valued and understood, they are free to be ambitious, curious and courageous in their learning. We are committed to embedding emotional health and wellbeing into the fabric of school life, just as deeply as intellectual challenge and opportunity. Student voice is central to this approach. A student-led wellbeing committee
24
www.education-today.co.uk
meets every half term, bringing together representatives from Years 7 to 13. This cross-year collaboration allows older students to mentor younger peers, while initiatives are designed by students, for students – creating a culture of openness, trust and peer support.
What kind of initiatives has the student wellbeing committee introduced? The committee has delivered some really impactful projects. Hello Yellow Day raises awareness for mental health, and wellbeing- themed bake sales combine fundraising with conversation. “Time to Talk” sessions bring Sixth Formers and younger students together over hot chocolate and pastries, and student-led assemblies focus on happiness, stress reduction and resilience. We also have Oakley, our school therapy dog, who offers calming walks during break and lunch times. Students play an active role in tackling exam-related stress too – from creating early revision plans to delivering assemblies on managing pressure, equipping peers with practical tools drawn from their own experiences.
May 2026
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48
