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A curriculum for wellbeing: Improving all aspects of wellbeing in curricula & schools

How should the wellbeing of both pupils and staff be integrated into curriculum development? This collection, edited by Victoria Pugh, presents answers to this question from a diverse range of perspectives.

Drawing from the British Curriculum Forum’s online event A Curriculum for Wellbeing, these six articles explore the mental health and wellbeing challenges facing schools today – not only those thrown up by Covid-19 but pre-existing systemic, structural and cultural issues in schools, the curriculum and society that we now have unique opportunities to reconsider and address.

The authors highlight the effective practice, delivery and evaluation that is already in place, and assess what more can be done. They examine a range of factors such as mental health support, emotional literacy, the welfare of teachers and staff, a sense of belonging and how curriculum subjects can be developed to ensure that pupils have the skills and knowledge they need in order to thrive. By drawing from and developing existing creative and inclusive approaches to curriculum design, they conclude, we can create an effective and high-quality curriculum for wellbeing that can benefit all members of society.

The collection includes articles from the following contributors.

  • Jonathan Glazzard and Samuel Stones explore the statistics on and the reasons behind mental ill-health among school pupils, and set out both what a curriculum for mental health might look like and how it can be created.
  • Michael Eggleton presents a case study of the benefits of RULER, a research-informed approach to social and emotional learning called, when adopted alongside a trauma-informed approach to teaching and learning.
  • Michelle Jayman draws on the latest research to explore the need for whole-school approaches to supporting the mental health of both pupils and staff. 
  • Tracy Hayes and Mark Leather discuss outdoor education and the need for schools and society more widely to consider the wellbeing of both people and environment.
  • Branwen Bingle and Rachael Bullingham share research on the interplay between the professional and personal lives of lesbian and gay teachers, highlighting
    the importance of a sense of belonging and acceptance to staff wellbeing.
  • Victoria Pugh argues that it is essential for schools to adopt a strong personal, social, health and economic (PSHE) curriculum that meets the needs of both pupils and the wider community.

Editor

Victoria Pugh, Mrs

University of Worcester

Victoria is a senior lecturer at the University of Worcester specialising in PSHE and RSE. She is also the SENDI and diversity lead for Initial Teacher Education (ITE) teaching on both undergraduate and postgraduate courses. Victoria has 15 years...

Contributors

Jonathan Glazzard, Professor

Professor of Inclusive Education at Leeds Beckett University

Jonathan Glazzard is Professor of Inclusive Education at Leeds Beckett University. He is Director for the Centre for LGBTQ+ Inclusion in Education and he researches mental health, disability and early reading development in children and young...

Samuel Stones

Carnegie School of Education, Leeds Beckett University

Samuel is a researcher and lecturer in the Carnegie School of Education at Leeds Beckett University and assistant headteacher (curriculum and assessment) at a secondary school and sixth form college in North Yorkshire. Samuel holds a prestigious...

Michael Eggleton

Deputy Headteacher at Charles Dickens Primary School

My experience Over recent years I have been supporting schools and the Department for Education in creating whole school approaches to positive mental health. I have led courses, seminars and offered direct school support. I am a trainer...

Michelle Jayman, Dr

Researcher/Lecturer at University of Roehampton

Michelle Jayman is a developmental psychologist with a strong background in education and extensive work experience in schools. She is a Lecturer in Psychology at the University of Roehampton and a Champion for the British Psychological Society...

Tracy Hayes, Dr

Lecturer at University of Cumbria

Tracy Hayes is the current convenor for the Nature, Outdoor Learning and Play Special Interest Group. Tracy Hayes was awarded the 2018 Anna Craft Creativities in Education Prize for her paper Responsive, responsible research: Lexi’s...

Mark Leather, Dr

Senior Lecturer at Institute of Education, Plymouth Marjon University

Dr Mark Leather is, with Dr Tracy Hayes, a Convenor of BERA's Nature, Outdoor Learning and Play (NOLAP) special interest group (SIG). He is senior lecturer and programme area lead for the MRes in outdoor education/outdoor learning and BA (Hons)...

Branwen Bingle

Newman University

Branwen Bingle is head of primary initial teacher education at Newman University. Having completed doctoral research into children’s literature and  sociocultural perceptions of teachers, she has published and presented on children's...

Rachael Bullingham

University of Gloucestershire

Rachael is a senior lecturer of sport and exercise science and academic course leader for physical education at the University of Gloucestershire. She has been involved in research and has recently published on the topic of homophobia in sport....