We want it to be a culture”: Children and young people’s perceptions of what underpins and undermines education-based wellbeing provision"

Background: Provision that aims to promote the social, emotional, and mental wellbeing of children and young people (including their mental health) is increasingly implemented in education settings. As researchers, policymakers, and practitioners explore the complexities of promotion and prevention provision in practice, it is critical that we include and amplify children and young people’s perspectives. In the current study, we explore children and young people’s perceptions of the values, conditions, foundations that underpin effective social, emotional, and mental wellbeing provision. Methods: We engaged in remote focus groups with 49 children and young people aged 6–17 years across diverse settings and backgrounds, using a storybook in which participants constructed wellbeing provision for a fictional setting. Analysis: Using reflexive thematic analysis, we constructed six main themes presenting participants’ perceptions: 1) recognising and facilitating the setting as a caring social community; 2) enabling wellbeing to be a central setting priority; 3) facilitating strong relationships with staff who understand and care about wellbeing; 4) engaging children and young people as active partners; 5) adapting to collective and individual needs; and 6) being discreet and sensitive to vulnerability. Conclusions: Our analysis presents a vision from children and young people of an integrated systems approach to wellbeing provision, with a relational, participatory culture in which wellbeing and student needs are prioritised. However, our participants identified a range of tensions that risk undermining efforts to promote wellbeing. Achieving children and young people’s vision for an integrated culture of wellbeing will require critical reflection and change to address the current challenges faced by education settings and staff.<br/

School Profiles::Ten accounts of supporting wellbeing in a school community. 10 stories of a Well School developed for the Youth Sport Trust.

Well Schools is a whole school approach placing emphasis on wellbeing as it does on academic performance. It understands that children and young people are more effective learners when they are happy and well, and that they must take care of their staff and their pupils wellbeing to create a culture that allows everyone to reach their potential. The main objective of the project is to explore and understand the factors that affect successful implementation of Well Schools and the perceived impact on schools, teachers, and students who are part of the Well Schools community. We are interested in finding examples of good practice and how challenges are addressed. These will be achieved via a process and outcome evaluation

“Will My Young Adult Years be Spent Socially Distancing?”: A Qualitative Exploration of Adolescents’ Experiences During the COVID-19 UK Lockdown

For older adolescents, the COVID-19 pandemic and UK restrictions arrived during a critical period in the transition to adulthood. Early research exploring impact of the pandemic paints a picture of worsened adolescent wellbeing and mental health. We explore the subjective experiences of 16- to 19-year-olds during the first UK lockdown, with an emphasis on wellbeing and coping, to complement quantitative evidence and inform strategies and provision for support. In May 2020, we invited UK-based 16- to 19-year-olds to share written accounts of their experiences of the initial UK lockdown for The TELL Study. A total of 109 participants engaged, submitting anonymous written accounts via an online survey portal. We used inductive reflexive thematic analysis to develop rich experiential themes. We constructed seven main themes: heightened emotionality; feelings of loss, change, and uncertainty; recognizing the value of self-care; efforts to think positively; opportunities for relief, growth, and development; the importance of togetherness; and frustration with government and media. Findings highlight the multifaceted nature of adolescents’ lockdown experiences, and offer insight into emotional impact and new concerns alongside the value placed on self-care and staying connected. We offer directions for supporting adolescents as pandemic consequences continue