A teacher’s tips: supporting student wellbeing in the classroom

In 2017, children’s mental health charity Young Minds stated that “3 children in every classroom have a diagnosable mental disorder, and 90% of school leaders have reported an increase in the last 5 years in the number of students experiencing anxiety, stress, low mood or depression”. What’s going on? And how can we help?

Teachers are in the fortunate position of spending a lot of time with their classes, gaining a unique insight into students’ behaviour outside the home. Schools play a crucial role in supporting young people as they grow into adults, and educators are perfectly placed to observe and assess these changing emotional patterns. This allows us to act as the first line of support in times of personal difficulty.

What can teachers do to help when our students are struggling? As a content writer for school wellbeing hub Twinkl Life, I believe passionately that all children, of any age, should know that it’s OK to not be OK and that in school, there is always someone they can talk to. With my twenty years’ experience in the classroom, I know that teachers are perfectly placed to support them with this. Here are my tips for creating an inclusive, understanding classroom environment that supports student wellbeing.

Create an environment that nurtures communication

Whichever year group I am teaching, I aim to create a safe, welcoming environment. The classroom displays include motivational and inspiring posters, information about growth mindset and one very important question: “How are you feeling today?”

Through early morning starter activities, register time fillers and high-quality PSHCE lessons, children are encouraged to understand and talk about their feelings. They will also start to build trust in one another and me, their teacher, and any other adults who work in the classroom. I build in regular opportunities for sharing stories or poems about feelings — expressing feelings, coping with negative feelings and responding to others’ feelings appropriately.

Encourage the child to lead the discussion

In one corner of the room, I provide a box emblazoned with the words: “It’s good to talk”. If a child needs to talk about something that’s on their mind, they know they can pop a message (or even just a sad face with their name on) inside and the box will be checked at playtime and lunchtime. At the earliest convenient time, an opportunity will be given for a wellbeing conversation between the child and a member of staff.

Recognise a student’s individual needs

At the start of each school day, as each child enters the classroom, I aim to greet every one of them by name and say, “Good morning!”. Having done this from day one, I get to know the children’s responses and what is a ‘normal’ response from each of them. I get to know the quiet ones, the gregarious ones, the temperamental ones. I get to know them as individuals.

So, if the time comes when the child walks through the classroom door and gives a response that seems out of character, I build in a ‘feelings session’ (maybe linked to art, music, dance or drama), circle time, some mindfulness or yoga. The class are used to these sessions and no one child is ever singled out. During that time, however, I will make sure the child in question knows I am there for them to talk to should they wish to do so, and I will check in with them throughout the day. There might also be an impromptu ‘lunchtime mindfulness session’ for any children who wish to stay in and talk that day, or I might invite that particular child to ‘help with a job’, depending on the child.

At the end of the school day, a chance for reflection and an opportunity to share feelings with peers is ideal for getting children to open up to each other and turn to one another for support. Modelling ways to spot if a friend isn’t feeling OK and teaching about ways they can care for each other is an essential skill I teach the children in my class.

With these practices introduced in the classroom, your students will be more likely to develop into adults that are capable of understanding their own and others’ feelings and communicating about them in a healthy way.

Faye is a teacher and content writer for Twinkl Life. She has twenty years’ worth of experience in primary school teaching and a particular passion for personal, social, health and relationships education, as well as mindsets and wellbeing. Faye strongly believes in embracing and celebrating diversity whenever she can and is an active LGBTQ+ ally. Top interests are Game of Thrones, astronomy and origami and her motto is ‘Have courage and be kind!’