Research Study 6

The research study

Welsh Government awarded a grant in June 2020 to a research team from the universities of Bangor and Wrexham Glyndwr and the University of South Wales to undertake this study.

Research area

Drawing upon evidence from leaders and teachers in a small sample of schools, the research reports on their perspectives of learner and teacher health and wellbeing during the spring, summer and autumn of 2020.

Methodology

Building upon a review of existing evidence in this area the researchers used a case study approach with 12 schools based on semi-structured interviews with leaders, teachers, staff and students in initial teacher education institutions.

Main findings

Role of schools

1. Schools increased their focus on health and wellbeing during this period, both within schools and at community level, in supporting learners and their families.
2. This support was influenced by guidance provided by Welsh Government, local authorities and regional consortia, although some schools perceived aspects of this to be contradictory.

Supporting learners

3. The support provided to learners included advice on COVID-19, progressing their learning, including the use of technology and listening to their views.
4. Outdoor learning played an increased role, both in and out of school, in supporting physical and mental wellbeing.

The impact on practitioners

5. Increased workload resulting from the situation created by the pandemic had a significant impact on the health and wellbeing of practitioners.
6. The need for increased engagement and communication with parents/carers exacerbated this situation and schools believe they will need to re-establish manageable ways of handling this situation during the recovery period.

Initial teacher education

7. Initial teacher education increased its focus on health and wellbeing at the levels of student teachers themselves and in relation to school-based practice.

Recommendations

1. On the basis that the pandemic has highlighted even further the importance of health and wellbeing within schools and in school/community contexts, all parts of the education system should provide more resources and opportunities to support work in this area during the recovery period.
2. This should include greater support for outdoor learning.
3. Schools should use the opportunities provided through the introduction of the new curriculum to strengthen provision for health and wellbeing both within the curriculum and in a sustainable way through work with families and communities.
4. The importance of health and wellbeing should be enhanced within initial teacher education provision.

Further information

The full research report will be published in the summer of 2021 in the NSERE area of Hwb. For further information contact g.k.french@bangor.ac.uk