MENTAL HEALTH & WELLBEING
Nurturing the whole child: why no part of a young person’s development happens in isolation
It is widely accepted that wellbeing is not a monolith, but a composite of several parts of a person’s life. Having worked in education for more than 25 years, I can say that nowhere is this more apparent than in a young person’s development.
It’s a principle that underpins our holistic approach at Loretto. If we want young people to flourish, we need to nurture the whole child – mind, body and spirit – and recognise that growth in one area can influence another.
The person behind the pupil While academic performance is, naturally, a principal focus for educators, we must understand that it is just one part of a much bigger picture when it comes to supporting our pupils.
P
ete Richardson, Head of Loretto School, argues that supporting pupil wellbeing means looking beyond academic attainment. By understanding pupils as whole people and creating opportunities for belonging, exploration and growth, schools can help young people flourish both in and beyond the classroom.
Family life, friendships, interests and ambitions all influence who a young person is – and how they experience school. A falling-out with a friend may affect a pupil’s concentration, while external pressures may undermine their confidence. Seeing pupils in the round helps us to understand what they need and meet them where they are, rather than force a square peg into a round hole. That understanding depends on strong relationships. At Loretto, smaller class sizes help create the time and space for these
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to develop. With a teacher–pupil ratio of 1:7, our staff truly get to know each child – their motivations, passions, challenges and personality – enabling us to provide the right support and learning opportunities to help them thrive. Often, academic success follows.
The value of belonging
There is good evidence (OECD PISA) that a strong sense of belonging at school can support pupils’ academic and social development, as well as their overall wellbeing – another reminder that these different aspects of a young person’s development do not exist in isolation. A close-knit community plays an important part in this, but belonging can be created in many ways throughout school life. Relationships with classmates matter, but so do connections across different age groups. Through our House system, younger pupils have familiar older faces to turn to who may have encountered the same challenges, while older pupils can encourage those coming behind them. House members also champion one another in academic, sporting and other competitions, creating a shared sense of identity.
These relationships have particular significance in a boarding school. Around a fifth of our pupils come from overseas, and arriving in a new country, sometimes
September 2026
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