Wellbeing is a whole-school experience.

The classroom environment influences how a mindfulness activity feels. Where practical, create a small change in atmosphere that signals restfulness, rather than another exercise to complete or be evaluated on. Keep choices safe and appropriate for the school setting.

Authenticity matters more than appearing perfectly calm. Teachers can notice their own thoughts, emotions, body sensations and breath while facilitating a practice. Minds wander; mindfulness includes returning to the present moment with kindness.

When teachers share appropriately about noticing emotions or mental busyness, children can learn that emotions are normal and may be observed without trying to suppress them. Preparing personally for each lesson makes it easier to support reflection in students.

Create a space of acceptance, openness and respect. Rather than immediately solving, judging or praising the content of a disclosure, listen with attention and thank the child for sharing. Continue to follow school safeguarding and support procedures where needed.

Facilitating an activity doesn't mean forcing a tranquil classroom. Bring awareness to your own reactions and allow the practice to unfold. Aim for a comfortable balance between gentle attention and relaxation, rather than perfection or strain.

The Mindfulness Space is a tangible collection of visuals and resources that grows across the lessons. It is for students and teachers alike, offering reminders to return to awareness and kindness during everyday classroom life.

The Wellbeing Policy Statement and Framework for Practice describes four connected domains: Culture and Environment; Curriculum, Teaching and Learning; Policy and Planning; and Relationships and Partnerships.

Schools can consider universal supports for all, additional targeted support for some, and individualised support for a few, involving appropriate specialist assistance where needed.

A practical improvement cycle involves listening to staff, students and families; reviewing strengths and needs; planning actions; putting them into practice; and monitoring what changes.

Leaders help shape a school's climate by modelling reflective practice, supporting staff, creating collaborative structures, attending to workloads and integrating wellbeing into planning rather than treating it as an isolated activity.

School leaders should check current Department of Education guidance alongside the Wellbeing Policy Statement and Framework for Practice and their own School Self-Evaluation arrangements. This webpage is an introduction, not a substitute for official policy advice.

Much of wellbeing practice starts by noticing our own experiences. But wellbeing is shaped by the relationships, expectations and values around us. A whole-school approach recognises that individual awareness and regulation are important, while also asking what the school environment makes possible. Staff wellbeing is part of student wellbeing, not a secondary consideration.

Emotionally available adults can support children more effectively when they themselves feel respected and supported. Personal mindful practice can be valuable, but it must not become an expectation that staff simply tolerate unsustainable pressures. Relationships, leadership, working conditions and staff voice also deserve attention.

For schools engaging with initiatives such as Pieta’s Amber Flag or a wellbeing-focused School Self-Evaluation process, the value lies in listening, setting meaningful goals and noticing progress rather than completing a checklist. Such processes can provide opportunities to involve the whole school community, hear staff and student voices and identify realistic actions.

How does our school currently support staff wellbeing? Where could we create more space — culturally or structurally — for this to deepen? What one insight could we bring to a team meeting, staffroom discussion or school planning day? What is already working that we want to protect?