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Supporting Children with Medical
and Mental Health Needs at School


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Staff Wellbeing


Research tells us that a “whole-school approach” to mental health and wellbeing works best.



There have been a limited number of studies looking at school staff wellbeing. The majority of studies focused on individual-level interventions such as mindfulness. Fewer studies have focused on organisational level systems.

It is suggested that a combination of individual and organisational approaches to mental health and wellbeing is likely to be most effective, rather than focusing wholly on the individual. It is clear that further research is required. (Links to some of the most recent studies are listed below).

Here are some of the findings:

  • Better teacher wellbeing is associated with better student wellbeing and lower psychological difficulties.
  • A better teacher-student relationship is associated with better student wellbeing.
  • Teachers with poorer wellbeing may be less able to develop supportive relationships.
  • Teachers agreed that their wellbeing affects their ability to teach in the classroom. 
  • There are many factors that impact teacher’s wellbeing, not simply workload. Personal life and circumstances also impact wellbeing, for example, bereavement, relationship difficulties, childcare. 
  • The strive for perfection impacts some teacher’s wellbeing negatively.
  • Being organised and being able to prioritise can have a positive impact on wellbeing.
  • More schools are striving to be more open about mental health and wellbeing. 
  • Pupils in primary school were attuned to their teacher's mood and could usually pick up when they were stressed, even if teachers tried to hide it.
  • Mindfulness techniques have helped manage some individual teachers’ stress levels.  

What can schools do to support teachers’ mental health and wellbeing? 


Culture and Ethos 

  • Show that all staff are valued for their individual contributions. 
  • Foster a culture of openness through an open door policy. 
  • Respect and consideration for others in day to day actions.

Leading on staff wellbeing 

  • Leadership that builds trusting relationships across the school is good for staff wellbeing.
  • Demonstrate empathy. Know your staff, be aware of the pressures they may be feeling. 
  • Senior Leadership Team modelling good wellbeing and mental health behaviour and practice helps promote a culture of openness about mental health and wellbeing. 
  • Find out how staff are doing. Conduct a confidential yearly survey. This will give information on what’s going well and what isn’t.
  • A staff mental health & wellbeing policy/strategy developed collaboratively allows all staff to contribute and understand what is in place to support them. 
  • Clarity and fairness for all staff in policy actions. 
  • Be alert, reflective, and responsive to situations that may impact staff wellbeing and mental health. 
  • Listen to and validate what staff are saying. 
  • Actively challenge stigma around mental health and promote a better understanding of mental health for all. Encourage staff to feel comfortable sharing concerns. 

Actions and strategies for wellbeing 

  • Enabling staff to take responsibility for their own mental health and wellbeing. 
  • Clear communication systems and protocols (e,g. sending emails). 
  • Clarity around who staff can talk to about worries and concerns for their own mental health.
  • For some staff having someone other than a line manager to talk to about their wellbeing can be helpful
  • Staff appraisal process that identifies positives and supports individual development.
  • Access to counselling and other self-care services. 
  • Effective signposting to external help and support.
  • Recognise staff achievements and celebrate success. 
  • Look out for each other, notice when colleagues are struggling, support each other.


  • Identifying a staff member with responsibility for staff wellbeing and allocating time for training in the role. 
  • Using feedback from confidential whole school reviews to identify whole school training that can support wellbeing. 
  • Use staff appraisal to identify targeted training and support. 

Staff Wellbeing Resources


A charter for all staff working in education settings in England. This includes support staff and temporary staff. A collaboration of the education sector including, the DFE, Education Unions, Ofsted, MIND, LGA. 

The Education Staff Wellbeing Charter

Practical resources from Mental Health at Work

Wellbeing information and advice for school staff from Young Minds

Supporting Staff Wellbeing in Schools from Anna Freud National Centre for Children and Families 

A range of resources from Mentally Healthy Schools

Resources from Education Support, the leading School Staff Support Charity

An informative video conversation about grief and bereavement

How to maintain a healthy mind and culture during periods of challenge. A toolkit of strategies and resouces.


Supporting Teachers’ Mental Health and Wellbeing: Evidence Review 
Dr Jane White. Evidence for Action Team, NHS Scotland (2020)
Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? 
Harding , S . , Evans, R., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019) University of Bristol
The impact of teacher wellbeing and mental health on pupil progress in primary schools
Professor Jonathan Glazzard and Dr Anthea  (2019) Rose Leeds Becket University 

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HOPE (Hospital Organisation of Pedagogues in Europe)