When we talk about children’s wellbeing, we often picture smiling faces, confident learners, and calm classrooms. But what about the days when that’s not what we see?

The Children’s Society’s latest Good Childhood Report (2024) found that 11% of children surveyed had low overall wellbeing. That’s more than 1 in 10 – the equivalent of three children in a class of 30. And chances are, you’ve already met one of them.

Low wellbeing doesn’t always shout the loudest. Sometimes, it hides in plain sight.

What does low wellbeing look like?

Children don’t always have the words to say, “I’m struggling.” Instead, low wellbeing tends to show up in other ways – and not always the ones we expect.

Here are just a few signs:

• Disengagement – the child who was once enthusiastic now avoids joining in. They might zone out, stop answering questions, or seem indifferent to things they once enjoyed.
• Irritability or anger – outbursts, frustration, or seeming “on edge” can all be signs of emotional overwhelm.
• Withdrawal – becoming unusually quiet, keeping to themselves, or avoiding eye contact.
• Fatigue or low energy – seeming tired all the time, even after a good night’s sleep.
• Physical complaints – headaches, sore tummies, or feeling sick with no clear cause can often be linked to emotional stress.
• Perfectionism or anxiety – needing constant reassurance, fearing mistakes, or panicking over small things.
• Low self-esteem – putting themselves down, avoiding challenges, or saying “I can’t” before they’ve even tried.

What’s important to remember is that every child will show it differently, and often, their behaviour is a form of communication.

Why early support matters

By the time a child is visibly struggling, they’ve often been carrying that weight for a while. Early support doesn’t just help children feel better sooner, it also reduces the chance of issues snowballing over time.

Supporting emotional wellbeing in the early years and throughout primary school gives children tools they can use for life. It helps them name and manage their feelings, develop resilience, and build confidence. These aren’t just “nice extras” – they’re essential skills for learning, friendships, and growing up with a sense of safety and self-worth.

It also supports teachers, who are often the first to spot when something’s not quite right. When we give children space to process their emotions in a healthy way, we also create calmer classrooms and more connected relationships.

What we see in schools

At Mind Marvels, we work closely with headteachers, SENCOs and wellbeing leads to deliver early intervention sessions that fit within the school day, and actually stick with children afterwards.

We see it every week.

• The child who doesn’t usually speak in class, sharing their thoughts in a calm breathing exercise.
• The anxious pupil who finds a sense of control through mindful movement.
• The quiet one who lights up when they get to talk about the “meerkat” part of their brain.

Our sessions aren’t therapy, but they are a safe and supportive space where children can practise emotional regulation, connect with their feelings, and feel seen.

Often, teachers tell us they’re surprised by just how much their pupils open up. And even more surprised by how quickly children start using what they’ve learned during the school day – pausing to take a breath, supporting a friend, or simply saying, “I feel wobbly today.”

A small moment can change everything

We sometimes think support has to be big to be effective. But the truth is, small moments of connection, calm and understanding can shift the direction of a child’s whole day.

A breathing technique remembered during a tough moment.
A sense of safety created by a familiar, trusted adult.
A message that says, “You matter – exactly as you are.”

These are the kinds of moments that build emotional resilience. They help children feel less alone and more in control. And over time, they form the foundation of stronger wellbeing.

Creating space for wellbeing – before it becomes a crisis

Supporting children’s mental health isn’t about fixing all the problems. It’s about meeting them where they are, building their toolkit, and reminding them that they’re not on their own.

And it starts with noticing the signs – and knowing what to do next.

At Mind Marvels, we believe early wellbeing support should be practical, consistent and rooted in real connection. We’re here to help schools create space for that support before it becomes a bigger issue.

Because when we act early, listen well and show children that their feelings are valid – we make room for learning, growth, and healthier futures.

Want to bring calm, confidence and connection into your school?
Get in touch to find out how Mind Marvels can support your pupils’ wellbeing from the very start.