Promoting emotional health, wellbeing and resilience in primary schools

This report argues that effectively supporting pupils’ emotional health in schools requires careful planning around exactly how new activities should be implemented, an embedded approach to social and emotional learning within school systems, as well as a broader pedagogical approach to teaching and learning across the curriculum.

The authors suggests that rather than policy based around schools simply selecting one or more programmes and rolling them out, what is needed is a carefully and comprehensively supported system that enables schools to plan, deliver and review ways of developing pupils’ emotional health.

The report makes 16 recommendations on how to develop such a carefully planned and well-supported approach to social and emotional learning that is integrated with core pedagogical principles and situated within a connected school.