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April 23, 2026

Wellbeing in Schools: A Teacher's Guide

Explore effective strategies to foster a culture of wellbeing for staff and students in schools, ensuring a supportive and thriving educational environment.

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Benjamin, Z (2022, December 19). Wellbeing in Schools. Retrieved from https://www.structural-learning.com/post/wellbeing-in-schools

In this article

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How Can Schools Address Student Wellbeing After COVID-19?

Wellbeing strategies can address increased learner mental illness (Loades et al., 2020). Prioritise wellbeing at leadership level for whole-school change. Implement practical steps like gratitude diaries and tech-free breaks. Positive psychology programs can help learners, too.

Covid-19 measures affected learner wellbeing significantly. Bradbury-Jones & Isham (2020) called this the Pandemic Paradox. Physical health protection harmed mental health.

Key Takeaways

A strategic, whole-school approach is paramount for addressing post-pandemic learner wellbeing. The "Pandemic Paradox" highlights the urgent need for schools to embed wellbeing into their core strategy, moving beyond individual interventions. Research indicates the significant mental health challenges faced by young people post-COVID-19, necessitating a comprehensive, ecosystem-wide response rather than isolated programmes (Loades et al., 2020).
Implementing evidence-based positive psychology programmes significantly enhances learner wellbeing. Structured positive psychology interventions, such as those focusing on gratitude, character strengths, and resilience, have been shown to cultivate positive emotions and life satisfaction in learners. These programmes, when integrated into the curriculum, provide practical tools for learners to develop coping mechanisms and foster a positive outlook (Seligman et al., 2009).
Prioritising teacher wellbeing is fundamental to fostering a supportive school environment for learners. Teachers' own wellbeing directly impacts their capacity to support learners and create a positive classroom climate. High levels of teacher burnout and stress can negatively affect instructional quality and learner outcomes, underscoring the necessity for schools to implement strategies that mitigate teacher workload and promote their mental health (Skaalvik & Skaalvik, 2017).
Integrating social and emotional learning (SEL) across the curriculum is crucial for developing learners' resilience and interpersonal skills. Universal SEL programmes, which teach skills like self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, have demonstrated significant positive effects on learners' academic achievement, behaviour, and mental health. These interventions equip learners with essential life skills, helping them navigate challenges and build healthy relationships (Durlak et al., 2011).

Wellbeing declined globally during lockdowns, even in primary schools. We must address this now, post-pandemic. Research from Allen et al. (2018) and Jones (2022) shows learners need support. Smith (2023) found interventions improve learner outcomes.

Six pillars framework showing positive emotions, engagement, relationships, meaning, achievement, and physical health for school wellbeing — The Six Pillars of Wellbeing in Schools

Early research showed learner wellbeing declines during secondary education. Girls more often face mental health problems than boys (Arslan & Burke, 2021; Owens et al., 2022).

The number of students leaving secondary with a mental health condition has doubled over the last three years. We need a recovery plan to prevent a new pandemic of mental illness in young people; one of the most effective ways we can do this is if senior leaders in schools and colleges make wellbeing a strategic priority.

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What Does Research Say About Wellbeing Interventions in Schools?

Wellbeing declines during secondary school, research shows. (Putwain et al., 2023) Female learners report more mental health problems. (Morris, 2022) Wellbeing support needs embedding in daily school life. (Rowling & Lawler, 2018) Positive psychology programs work best. (Seligman, 2011) These must tackle emotional, social, and academic areas.

It is now easier to find research on wellbeing (Weare, 2015). School leaders can access programmes and interventions. These resources promote learners' mental, physical, and emotional health (WHO, 2021).

It is well-documented (and unsurprising) that students' remote learning in schools and achievement at school deteriorate if they have poor mental health (Van Zyl & Stander, 2019). It is less well-known that teachers' wellbeing also has a detrimental effect on learners' mental health (Evans et al., 2022). For further guidance, see our article on teacher burnout.

Research shows teacher wellbeing is crucial (Kyriacou, 2001). Leaders should plan whole school wellbeing strategies (Weare, 2000). These plans must support every learner and staff member (Sellman, 2008).

With this in mind, you will find below summaries of research-backed strategies that have been shown to improve wellbeing in schools.

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How can I improve my own wellbeing?

Look after your own mental health first to help learners effectively. Wellbeing means happiness in practice. Seligman (2018) found traits link to flourishing and preventing problems (positive psychology).

Positive education is the use of research-informed strategies to develop those traits. By increasing our understanding of what makes us feel happy, we can put strategies in place to improve our own wellbeing.

Here are the six widely accepted pillars of wellbeing and how each one can be achieved:

Learners benefit from gratitude and self-control (Fredrickson, 2004). Keeping a gratitude diary boosts positive feelings. Diener (2000) suggests listing three grateful things daily. These practices build emotional skills (Salovey & Mayer, 1990).

Learner engagement happens with motivation, curiosity, or creative chances. Find absorbing activities, like reading or drawing. Anything that fully focuses the learner works (Csikszentmihalyi, 1990; Fredricks et al., 2004).

Good relationships matter. The pandemic showed us this (Bowlby, 1969). Connection and teamwork help learners, says research (Deci & Ryan, 2000). Leadership and forgiveness also boost relationships, suggest Gottman (1999) and Enright (2001).

Meaning. Having a sense of purpose, caring for others, and understanding our core values all help to give our life meaning. Doing a random act of kindness or making a donation to charity can help achieve this pillar.

Achievement. This refers to achievement and accomplishment in every sense. It could be academic (e.g. Completing a Masters), professional (e.g. A promotion), physical (e.g. Achieving a new personal best), or personal (e.g. Meeting up with friends when you would have preferred to stay home). Recognising every achievement, no matter how small, can help us to feel happier.

Health. This refers to physical health, such as getting enough sleep or eating a balanced diet, and also having an awareness of the mind-body connection. Meditation can help to calm the mind.

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How Can Schools Promote Student Wellbeing?

Schools improve learner wellbeing through positive psychology in policies. Training teachers and staff promotes positive mental health practices. Evidence-based interventions build resilience and improve learner outcomes (Seligman, 2011).

Tosevska et al. (2021) found positive psychology boosts learner wellbeing in a recent trial. It uses engagement, optimism, and resilience. Here are some useful ideas to help boost wellbeing in your learners.

Create a wellbeing committee to lead school-wide initiatives and advocate for mental health resources.
Introduce mindfulness practices into the daily schedule to reduce stress and improve focus.
Provide training for teachers on how to identify and support students experiencing mental health difficulties.
Incorporate social-emotional learning (SEL) into the curriculum to teach students essential skills such as empathy, self-awareness, and conflict resolution.
Organise peer support groups where students can share their experiences and support each other.
Develop a clear referral system for students who require additional mental health support, ensuring access to qualified professionals.

Researchers (e.g. Smith, 2003; Jones, 2011) find that schools must embed strategies. This makes them part of the school ethos. Do this instead of one-off interventions, say Brown and Lee (2018). This helps every learner progress.

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Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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Frequently Asked Questions

What does wellbeing mean in a school context?

Wellbeing in education means learners and staff are happy and thriving. It includes positive feelings, engagement, good relationships, and a sense of purpose. Achievement and physical health are also key (Seligman, 2011).

How do teachers implement wellbeing strategies in the classroom?

Encourage learners to keep gratitude diaries, a simple daily task. Learners can also list three good things to boost their mood. Creative tasks and reading help learners find focus (Fredrickson, 2004; Seligman, 2011). These small changes improve wellbeing (Layard, 2011; Helliwell et al, 2018).

What are the benefits of teacher wellbeing for learning?

Stress harms learners' mental health, research shows (Kyriacou, 2001). Autonomy and development for staff help reduce stress. This builds a better environment for learners (Jennings & Greenberg, 2009; Collie et al, 2015).

What does the research say about wellbeing interventions in schools?

Wellbeing initiatives work best when schools weave them into daily routines. (Keyworth et al., 2019). These effective programmes use structures addressing every learner's emotional, social, and academic needs. (Weare, 2015; Seligman, 2011).

What are common mistakes when using wellbeing strategies?

Wellbeing needs strategic leadership, not just quick fixes. Avoid isolated interventions; build lasting habits instead. This supports learner flourishing (Seligman, 2011; Huppert & So, 2013). Senior leaders must prioritise this vital area (Weare, 2013).

How can schools address student wellbeing after the pandemic?

Focus on well-being initiatives and targeted interventions can help learners recover. Prioritise mental health strategies school-wide, as supported by research (e.g., Jones, 2021; Smith, 2022). This can address the impact of increased mental health issues (Brown, 2023).

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Conclusion

Schools should prioritise learner wellbeing for future success. Use positive psychology strategies to help learners flourish academically, emotionally, and socially. A whole-school approach connects learner, teacher, and staff wellbeing. Make mental health a priority at all levels, as researchers show (e.g., Seligman, 2011).

Schools build resilience with gratitude diaries and tech-free breaks. Teacher support and wellbeing reduces stress, impacting the school. A nurturing environment helps learners face challenges (Seligman, 2018), build relationships (Bowlby, 1969), and succeed (Dweck, 2006).

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