VIEW FROM THE CLASSROOM


awareness campaigns and the marking of key wellbeing events throughout the year keep mental health at the forefront of school life.


Staff wellbeing is clearly also a priority – can you tell us more?


Staff wellbeing goes hand-in hand with student welfare. The Annual Teacher Wellbeing Index found that over three quarters of staff feel stressed or have experienced poor mental health due to work.


What does wellbeing look like in the classroom?


One of the most distinctive features of our approach is our dedicated PSHCE (Personal, Social, Health, Citizenship, Economic) and wellbeing space. It’s a room designed with beanbags, fairy lights and calming scents to create a relaxed environment.


There are no desks and no formal written tasks. Instead, students sit in a circle, encouraging open and honest discussion on topics such as mental health, relationships, identity and online pressures. Exploring these collaboratively rather than through instruction.


Wellbeing activities include yoga, mindfulness, arts and crafting, helping students develop practical strategies to manage stress. Trained mindfulness coaches work with our Year 7 and Year 10 pupils, ensuring both early intervention and continued support.


This is reinforced by a comprehensive pastoral network: this includes access to a school counselling service, support from the Mental Health Support Team, staff trained in Mental Health First Aid, and external speakers from organisations such as Coppafeel, Heartwise and St John’s Ambulance. Crucially, the curriculum evolves in response to student feedback, with end-of-year surveys allowing pupils to shape future topics – from mental health awareness to navigating emerging technologies such as AI.


Does the curriculum extend beyond mental health to tackle other issues? We place a strong emphasis on digital and technical wellbeing, with support extending to include parents. Guidance on healthy social media use, online safety and managing digital pressures is shared through pastoral evenings, recognising that wellbeing is most effective when school and


May 2026


home life work in partnership. In Sixth Form, students undertake a dedicated programme of financial education, exploring topics such as budgeting, debt, loans, mortgages and financial risk. This reflects the school’s belief that financial understanding plays a key role in long-term confidence and adult wellbeing.


Nature-based learning also forms an important part of the PSHCE experience. Forest School-style sessions, wellbeing walks with Oakley, our therapy dog, and opportunities for unstructured play are all embedded within the programme. These moments reinforce that joy, movement and connection with nature are essential components of good mental health. This approach is clearly valued by the girls. In our most recent PSHCE survey, 95% said the subject is a valuable part of the curriculum, with many expressing a desire for even more time to be dedicated to it.


How do you ensure students feel supported beyond sessions? Girls can self-refer for counselling or speak to a form tutor, Head of Year, matron or any member of staff they trust. Each year group has a dedicated Head of Year who knows the girls in their care as individuals – their strengths, their friendships, their ambitions and, when needed, their worries. Working closely with tutor teams, they provide consistent guidance, encouragement and oversight, ensuring that no girl feels unseen.


In our most recent wellbeing survey, 86% of students said they could name a trusted adult in school - someone they would go to with a worry. For parents, that is a powerful and reassuring figure. It reflects a culture where the vast majority of girls feel connected, supported and known. Across the school, inspirational posters,


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In response, the school’s Assistant Head (Staffing and Professional Development), Lynsey Simpkin, has developed a comprehensive staff wellbeing programme that prioritises both physical and emotional health. From book clubs, football, swimming and badminton to relaxation therapies such as yoga and Indian head massage, colleagues are encouraged to take time to recharge and connect. We also offer free medical support for both staff and students, trained Mental Health First Aiders and a dedicated menopause champion. When staff feel supported, students benefit too.


As we reflect on this year’s Stress Awareness Month theme “Be the Change” – what’s the key message you’d take forward?


Our approach is clear: wellbeing must be pre-emptive, inclusive and embedded in every aspect of school life. By empowering students, building strong relationships, and creating space for open dialogue, we are not only supporting mental health but shaping confident, resilient young women ready to thrive.


Meaningful change happens when every young person feels heard, supported and empowered to use their voice – and that’s a message that goes far beyond one month of the year.


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