10 steps to a successful mental health and wellbeing programme

Jonny Spowart, Deputy Head of Heath Mount School, outlines a strategy for a happier and healthier school.

Heath Mount School was the winner of the Mental Health and Wellbeing Award at the Boarding School Association’s 2018 Heads’ Conference. Heath Mount is a co-educational Pre-Prep and Prep for children aged 3-13 set in 40 acres of the beautiful Woodhall Estate, near Hertford.

In this article, Jonny Spowart, Deputy Head (Pastoral), shares his ‘10 steps’ to a successful programme:

1. The road ahead: know where you are going

How do you build upon strong pastoral foundations to create an effective wellbeing programme? It sounds obvious; we started at the beginning and drafted a four-year plan approved by the Senior Management Team and our Board of Governors. It was vital to get off to a flying start in 2017-18 after which our ideas would have a momentum of their own. Our plan covers our team and how we aim to achieve our goals, which can be summarised as: identifying and monitoring awareness; staff development and support; strengthening our ethos and environment and the curriculum, teaching and learning. Once you have a plan, be flexible. With input from staff, parents and the children, it can always be improved!

2. Assemble a great team

As those working in education like to remind children: Together Everyone Achieves More.

We recognised that, to be successful and sustainable, we needed to pull together the skills and experience we already had. Our first step was to appoint a Head of Wellbeing. With a detailed job description in place the successful applicant was appointed internally. Rebecca Post is passionate about wellbeing across the School and has been in the role for just over a year. Working alongside me, she has pushed forward many of the ideas in our plan. Our team also draws upon the expertise of our nurses, school counsellor and Heads of Years. We strive to create an environment of ‘mental wealth’ where children are happy, ready to learn and can develop their own ‘toolkit’ to deal with the problems life may throw at them.

3. Get your procedures and policies in place

Once you have taken steps 1 and 2, establishing ‘how’ you want your wellbeing programme to work is easier. Map out a clear structure and referral framework. This should utilise both your internal and external wellbeing support network and allow pupils to progress through a ‘wellbeing support pathway’. Brainstorm how this can work, refining the process so it can be easily communicated. It is not necessary to rush into a written policy. Instead, focus your energy on communicating goals that everyone can work towards. After your first year of a coordinated wellbeing programme, you will have a better idea of what should be captured by your mental health and wellbeing policy.

4. Training

Seek ways to knowledge share and increase the understanding of mental health and wellbeing amongst all staff. Look at the skills you can develop; for example, our Head of Art is now an ARTiculate facilitator.

5. Track pupil happiness

We have used ‘Happiness Surveys’ to track the happiness of our children for the past six years. Our quantitative data allows us to anticipate the shifting stressful times, identify any trends and respond proactively. For example, our transition process has been adapted to minimise the worry associated with moving year groups.

6. Know your Wellness Recovery Plan

A flow-chart support pathway means staff know the referral process depending on the nature of the concern. Concerns are ‘triaged’, with a Level 2 concern triggering the involvement of a network of external specialists. Individuals involved with a child are kept in the loop throughout interventions. The Head of Wellbeing is tasked with responsibility for checking progress, follow up intervention and parent liaison.

7. Parents are key

Parents want more than anything for their children to be happy. Work in partnership with them, offering them easy access to key members of the wellbeing team and provide a range of talks for them to attend.

8. Do not forget your staff

There is a growing body of evidence suggesting stressed, unhappy staff impact the happiness of children. Encourage your staff to stay active and look after their mental health. Engage with them to find ways to support them.

9. Get a nurture dog

Our nurture dog, Doodle, has been a welcome, calming addition during exams, learning support sessions and when listening to readers. He is available if a child feels sad, wants to talk whilst stroking him or if a member of staff would like to walk him around our grounds.

10. Keep improving

There is always room to grow and improve. Be proactive and stay ahead of the game. The issues impacting children’s wellbeing change and schools should be quick to adapt and respond.