There’s a growing recognition that children’s wellbeing needs to be at the heart of education and not tacked onto the edges.

With rising academic expectations, social pressures and an increase in mental health challenges, schools are seeing the impact of stress on pupils earlier and more intensely than ever before. Behavioural concerns, reduced attendance, disengagement and emotional dysregulation are not isolated issues, they’re often symptoms of underlying wellbeing needs.

Supporting children’s emotional and mental health isn’t a luxury. It’s essential.

When children feel safe, supported and emotionally balanced, they’re far more likely to engage with learning, build healthy relationships, and develop resilience in the face of setbacks. And crucially, they’re better able to enjoy their time in school.

The evidence is clear

The link between emotional wellbeing and educational outcomes is well established. Numerous studies show that pupils with good mental health:

• Have higher attendance rates
• Show improved focus and motivation in lessons
• Build stronger social connections with peers and staff
• Are more likely to reach their academic potential

Wellbeing isn’t something ‘extra’ – it’s the foundation that learning sits on. When that foundation is strong, children are better equipped to take in new information, solve problems, collaborate and persevere.

And when it’s not, learning becomes much harder to access.

What emotional wellbeing looks like in the classroom

It’s easy to think of wellbeing as something abstract – a mood, or a nice idea – but in real terms, it’s about equipping children with tools they can use daily. It’s about helping them:

• Recognise how they’re feeling and why
• Manage stress or anxiety when it arises
• Develop confidence and self-awareness
• Feel calm enough to focus and take part

These aren’t skills all children will come to school with. Just like literacy or numeracy, emotional regulation and self-understanding must be taught, modelled and practised regularly.

What schools are being asked to do

In the current education landscape, schools are being called upon to do more than ever to support the ‘whole child’. Ofsted’s framework now expects schools to actively support personal development – including resilience, emotional literacy and mental health.

But with full timetables, staffing pressures and limited time, this often leaves educators asking how?

That’s where structured, external wellbeing support can make a real difference. Mind Marvels works alongside schools to deliver meaningful sessions that blend with your existing curriculum and culture, not add to your workload.

What Mind Marvels offers

We support schools through:

• Structured wellbeing sessions aligned with curriculum aims and appropriate for a range of ages and needs
• Practical tools and strategies that children can use independently – like breathing techniques, mindful movement and emotional check-ins
• Inclusive approaches that support neurodiverse pupils and those with additional support needs

Every session is designed to be engaging, accessible and built for impact. No fluff, no filler – just tools that help children understand themselves and others more deeply.

We also work closely with staff to ensure these strategies don’t sit in isolation but become part of the school day. Whether it’s emotion vocabulary, short regulation breaks or co-created calming routines, it’s the small, consistent actions that lead to lasting change.

A shared responsibility

Supporting wellbeing isn’t something one person or one role can deliver alone. It’s a shared responsibility across the whole school community, and it starts with recognising that this work isn’t separate from academic progress, behaviour or attendance.

It’s all connected.

By making space for emotional development and prioritising mental health in a practical way, we’re not only helping children cope – we’re helping them flourish.

Interested in having Mind Marvels in your school? Check out our website.