Theme 3

The results of the current study indicate that for participants, fostering supportive, welcoming relationships within the identified school between children, teachers and parents is fundamental. When asked what made the real difference to children at school in terms of their wellbeing and achievement, parents and teachers emphasised how school staff ensuring a supportive and approachable culture at the school is key. This, in turn, was then linked to children feeling listened to, which they stressed as important to ensure children can progress at school. This finding broadly supports the work of other studies such as Nolan et al., (2014) and Gilligan (1998; 2000) which emphasise the importance of schools providing safe environments and positive relationships for children. The results of the current study also support Theron’s (2016) review of the key ways in which schools can facilitate resilience. Theron (2016) suggests schools can support resilience by providing access to safe, supportive adult and peer relationships, alongside an ethos of trust, respect and caring. Similarly, the Department for Education (2018) report on mental health and behaviour in schools describes how schools should be a safe and affirming place for children where they can develop a sense of belonging and feel able to trust and

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talk openly with adults about their problems. From this supportive environment, resilience can be promoted and developed.

Parents and teachers were asked whether they thought supporting emotional wellbeing and mental health in primary schools is important. This question coincides with the recent Mental Health of Children and Young People in England publication from the NHS (2018). This NHS publication reveals that since 2004 there has been an increase in the prevalence of mental health disorders in five – fifteen-year olds (including the statistic that one in ten primary school children will have a mental health disorder). Emotional disorders such as anxiety and depression are also becoming more common for this age group according to the report (NHS, 2018). Findings from the current study suggest that for parents and teachers, considering the whole child and their emotional wellbeing and mental health is important, not just focussing on academic outcomes. These results echo the message that key reports from Public Health England (2014a; 2014b; 2015b) promote; that schools can play a significant role in supporting children’s emotional wellbeing and

mental health.

The findings from the current study indicate that the identified primary school has features which impact the whole school population, including activities taking place which every child can benefit from, alongside specific support for individual children. Whole- school approaches have been defined as collective and collaborative action in and by a school community that has been constructed to improve student learning, behaviour and wellbeing (Public Health England, 2014). Findings from the qualitative results suggest that the identified primary school does have a whole-school approach; this includes at the very least the core values which are embedded within the school environment, alongside the goal-setting model which every child from Year 2 upwards takes part in. Other elements

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include Forest School, the Daily Mile, and arguably Billy, the school dog, as he is part of the school identity.

During the last decade it has become more widely accepted that animal-assistance in therapy and education may have beneficial effects on humans (Beetz, Uvnäs-Moberg, Julius, & Kotrschal, 2012). This can include a positive impact on behaviour, mood, stress, anxiety and mental health. The findings from the current study corroborate research from Beetz et al. (2012); as all participants described the positive effects Billy has had on the school environment, from greeting all children at the school gates in the mornings, to individual one-to-one time with Billy. When interviewed, one Year 4 child specifically described how dogs reduce stress for people and this happens when Billy is nearby, and all parents agreed that Billy brightens the mood at the school. The results from the current study also support previous research on the positive effects of exercising outdoors (Thompson Coon et al., 2011). Participants described how the Daily Mile provides

enjoyment for the children, as well as feelings of revitalisation and competition. The Daily Mile was also described as another way that resilience is promoted within the school, with the children working hard to achieve the end goal of the completed mile. It could also be suggested that the Daily Mile supports the children’s wellbeing, with participants

describing the positive effects it has on the children.

Overall, the qualitative results imply that participants feel the goal-setting model taking place within the school does make a difference to the children. It appears the four school values are embedded within the school environment and the children interviewed could describe the values, particularly resilience, in detail. These values provide the basis of a whole-school approach, with specific activities linking in to embed the values even further, such as the Daily Mile which develops the children’s resilience. The results from

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approach from the school as a whole, contributes to supporting the children’s resilience and their overall wellbeing.

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