Serving the diverse needs of our students through upskilling in mindfulness and wellbeing

Topic(s) addressed

The project focused on mindfulness to help reduce stress. This was done through outdoor learning, breathing techniques, and gratitude exercises.

Target group(s)

The target group was boys aged four to 12 years old.

Methodologies

The staff were trained in a range of mindful and wellbeing practices. Pupils were initially taught formally in the classroom where they engaged with practices over a short time frame initially and built on that each week. All pupils were included in classroom activities. The pupils who were experiencing difficulties were given extra time and support in small groups or on a one-to-one basis. Informal outdoor gardening sessions and woodland visits were also used. Parents also became actively involved through Wellness Wednesday and activities such as walks, baking, and meditation.

Innovation environment

A whole school spiral plan was developed which catered for the needs of all pupils. Quiet spaces were added to rooms and breakout spaces were utilised in the library and school hall. The school garden and outdoor classroom spaces were utilised, providing engaging outdoor lessons to grow fruits and vegetables and enjoy the peace of the pond area. A sensory area and agility course were added to allow for further wellbeing activities.

Teachers’ role

To understand fully the benefits of mindfulness and wellbeing, teachers’ wellbeing was taken into consideration. Staff who took part in the Erasmus project mentored and supported other staff. They shared their learning and knowledge with others and guided them through the process. A wellbeing committee was set up within the school with both teachers and SNAs. This began with teacher meditation lessons and then other activities such as breakfasts before school and a hiking group. Teachers became more confident in their ability to engage with their pupils.

Impact and output

There has been a noticeable improvement in the general behaviour and mood of pupils. They are much better at regulating their emotions and communicating effectively. There has been a marked reduction in pupils misbehaving. Pupils who have suffered from high levels of anxiety are learning ways to cope themselves from meditation, gratitude, and calming exercises. Parents have also noticed the improvements at home. Further training in outdoor learning, yoga and art therapy has been undertaken to further develop the areas of mindfulness and wellbeing in our school community.

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