WELLBEING Building resilience in schools: a shared priority
Mark Solomons, creator of Welbee, the online evaluation and staff wellbeing improvement tool, and six times winner in the ERA Awards, shares his advice about building resilience in schools.
practise coping techniques. By placing mental health education more on a par with academic subjects, schools signal that wellbeing is integral to overall success.
Peer mentoring programs - Connecting younger students with older more experienced peers, fosters empathy and encourages shared learning. A quick check-in, a calm conversation in the corridor, or guidance on handling difficult subjects can all make a tangible difference. These relationships help students feel seen and supported.
Recognising small wins - Frequent, genuine praise for effort and progress nurtures self- efficacy. Whether it’s mastering a challenging concept in maths, or showing kindness to a classmate, celebrating these moments instills a sense of capability. Over time, students learn they can overcome obstacles and develop greater resilience.
T
he latest Mental Health of Children and Young People in England report by NHS Digital (2023) identified around 1 in 5 (20%) of 7 to 16 year-olds are likely to have a mental health disorder – up from 12% in 2017. Meanwhile, the CIPD’s Health and Wellbeing at Work survey (2023) found that 29% of 18 to 24 year-olds took time off due to stress last year.
Many commentators pointed to a lack of resilience – ‘an inability to bounce back when things get tough, and an increasingly fragile outlook on the world’. It’s a statement that can seem overly simplistic or even accusatory; yet there is some truth that resilience – ‘the capacity to handle adversity, cope with stress, and maintain a level of wellbeing’ – plays a key role in how we respond when life throws inevitable challenges our way.
Why resilience matters
Resilient students are more likely to persevere through academic struggles, build healthier social relationships, and face challenges with curiosity rather than fear. They tend to participate more in class, deal with test anxiety more effectively, and maintain greater engagement with school. For teachers and school leaders, resilience is about sustaining a long career in education without burning out, retaining a sense of purpose, and maintaining the energy needed to support students every single day. Resilient staff tend to stay in the profession longer, report lower levels of work-related stress, and foster a more positive classroom environment.
Beyond individual benefits, a resilient school culture can foster stronger teamwork, encourage healthy risk-taking in learning, and help mitigate the long-term effects of stress.
Ensure ‘failure’ is acknowledged as normal - We all experience setbacks, and the more we risk or undertake them, the more likely these will occur. Setbacks or failures need to be seen as learning opportunities. Mistakes are natural and they show you’re challenging yourself. Reinforcing this in the classroom, and in professional development sessions, nurtures a schoolwide ethos of continuous learning. This approach helps staff and students alike, view obstacles not as insurmountable but as stepping stones to greater competence and resilience.
Tailored approaches for students Ensure wellbeing is part of the curriculum - Short, focused lessons on stress management and emotional regulation will help students understand their feelings, and develop and
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So, what might we do to help develop greater resilience?
Shared strategies for staff and students Encourage open conversations - A culture of openness helps normalise discussions about mental health and stress management. Students may express worries about exams, social dynamics, or self-image. Staff often feel weighed down by workload, accountability measures, or the emotional labour of supporting vulnerable children. Inviting open dialogue, through assemblies, lessons, and staff briefings, helps everyone recognise that they are not alone.
Foster positive relationships - Everyone needs a network of people they trust. For students, strong bonds with peers and supportive teachers can reduce isolation and boost confidence. For staff, collegial support and empathetic leadership are key to feeling valued.
Tailored approaches for staff Accessible training and resources - Providing opportunities to access resources on stress management, boundary-setting, and emotional regulation can be very helpful, but it is creating space for these to be discussed and practised that will be transformative. Staff equipped with practical strategies are more likely to maintain morale and stamina. It is equally important we signpost them to external support services if needed.
Empathetic leadership - Leaders who acknowledge personal challenges, encourage self- care, and accommodate flexible working practices can lighten the mental load staff carry. This can take many forms, such as: adjusting deadlines, limiting unnecessary meetings, or simply listening without judgment when someone is struggling.
Regular check-ins - Frequent touchpoints, either in teams or one-to-one meetings, allow for open conversations about workload, challenges, and personal wellbeing. These check-ins can help spot early signs of burnout.
A school which values resilience invests in psychological safety, where every adult or child feels secure enough to share worries and learn from ‘failure’. Schools remain uniquely positioned to nurture resilience, giving staff and students a foundation to thrive in uncertain times. It is important to acknowledge that resilience doesn’t replace the need for systemic reform, additional funding, or policy improvements. Yet, within the scope of what schools can currently control, building resilience is a powerful, proactive response to growing mental health and stress challenges.
For further information, visit:
https://welbee.co.uk/school-data-insights/
February 2025
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