SUPPORTING WELL-BEING IN CHILDREN
Introduction
Well-being has been a naturalised context in aspects of contemporary education policy in the UK. Ultimately, there have been numerous interests in the UK when it comes to a child’s well-being in educational institutions. Nonetheless, several essential aspects constitute a child’s well-being, such as the educational policies put in place, practices put in place, and how various aspects are implemented towards promoting child well-being. According to Adamson, Bradshaw, Hoelscher, and Richardson (2007, p. 12), the UK’s national curriculum emphasise the roles and duty of schools in supporting both the health and well-being. To what extent does the UK education policies promote child well-being in schools? What practices can be done or implemented in schools to encourage a child’s well-being?
A point to note is that a school is the most effective environment in which children can grow emotionally, physically, and cognitively constituting to their well-being (Clarke et al., 2015). The school is taken as an effective environment since it is a place where the future lives of the children are prepared by promoting their skills, which is essentially important not only to their future work but also in interacting with the society and the world. According to Adamson, Bradshaw, Hoelscher, and Richardson (2007, p. 12), a wide range of skills surrounding social, emotion, and cognition are required by young people for both positive development and leading successful lives. Ultimately, the promotion of welfare ensures that children acquire the needed level of competency to effectively manage their emotions and achieve a positive learning outcome in conjunction with developing and maintaining constructive interactions.
Many educational professionals, such as child psychologists and teachers, among other unmentioned significant individuals, have established vital importance of school-based objectives. For instance, the objectives of school-based interventions enhance the establishment of five interconnected collections of behavioural and cognitive competencies (Belfield et al., 2015, p. 89). Ultimately, the given collection of both behavioural and cognitive competencies includes aspects such as self-recognition, relationship skills, self-management, decision-making skills, and social awareness (Clarke et al., 2015). The core competencies have a critical role for the children to realise their full potential regarding several aspects such as education, work, and public relations. Moreover, they are essentially a significant determinant of future mental health, financial being, physical health, and the general well-being of the children. A point to note is that a child’s well-being is often determined by both internal and external factors that essentially affect their growing process (Belfield et al., 2015, p. 89). This essay will focus on the need for a child’s well-being and performance by critically looking at the implementation evidence-based and policy practices that may improve the well-being.
Effecting Child Well-Being
The policies and teaching practices that are part of the national curriculum have a significant impact or effect on the children in classes. According to Barry and Dowling (2015, p. 23), developing a more well-being centred education can be vital in supporting the understanding of the given aspect by children. Therefore, in the given case, national education curricula are increasingly adopting an all-inclusive approach to enhancing the well-being of the children in schools and promoting their cognitive developments (Bradshaw, 2016, p.12). A point to note is that the aspect of a child’s well-being is not often well stated in the national curriculum (Belfield et al., 2015, p. 89). Thus, significant improvement needs to be affected concerning the given aspect.
Promoting the well-being of children in schools is significantly essential for their growth and development. Additionally, promoting children’s well-being is also crucial in enhancing the mitigation of challenges facing the well-being of children in education, work experience, and general life (OECD, 2015, p.67). According to a research conducted by Durlak et al., (2011, p. 45), establishing a competency-based approach in education set up can be vital in influencing the emotional, social, behavioural, interactive, and academic performances. However, the implementation of evidence-based practices has been a challenge to most schools both nationally and internationally. According to Clarke et al., (2015), some of the challenges are that many of the educational institutions lack the required information and knowledge on how to implement evidence-based practices on the available curriculum. Additionally, there is a challenge in acquiring the resources needed to implement an evidence-based curriculum due to the availability of inadequate finances (OECD, 2015, p. 70).
Government and school programs are currently advocating for the development and establishment of the single usable program. This single usable program includes an evidence-based approach which covers more than one learning and child-caring methods. Moreover, the use of an evidence-based approach will be effective instead of using more comprehensive policies that require more resources and might be challenging to implement effectively. Single usable programs are essentially effective as all the policies are further simplified providing one uniform platform that can serve a large group of institutions when it comes to fostering child well-being (Belfield et al., 2015, p. 89). For the full potential of the interventions to be understood, there is a need to take into consideration how the evidence-based practices are adopted and conveyed within schools and the entire education system.
As mentioned above, there is compelling evidence that document the advantages of school-based programs in the promotion of the well-being of children. These advantages include enhanced social functioning, improved academic performances, positive health outcomes, and improved mental health (Clarke et al., 2015, p. 45). The studies also find that the establishment and implementation of emotional and social competency programs offer several opportunities. These opportunities include a skill foundation for the mitigation of wide-ranging behavioural problems among the children, such as risky sexual and health behaviours, anti-social interactions, and drug and substance abuse (IOM, 2009, p. 60). Barry and Dowling (2015, p. 78) documented analysis of the international evidence of emotional and social competency-based interventions. They highlighted the key findings: School-based cooperative programs have a constructive impact on children’s well-being, encompassing the targeted social and emotional skills, positive social behaviours, and self-confidence. The positive consequences are also apparent in reducing erratic behaviours surrounding the prevention of conflicts, substance abuse and aggression, bullying, and the modification of mental health challenges such as depression and anxiety.
The implementation of the whole school-based strategy, which accommodates changes in the school environment and curriculum integrates well with the health promotion strategies in the given schools (Appendix 3). These given approaches have always been identified as effective in fostering sustainable change. However, according to reviews conducted by Booth et al. (2015, p. 35), the impact of the whole school-based approach is criticised, and the failure of the approach attributed to the lack of rigour and consistency in the implementation that weakens its implications. On the other hand, successful programs have also been delivered to several schools in developed and underdeveloped countries to improve the existing programs to gender, socio-economic status, and ethnicity.
The use of evidence-based approaches, according to Clarke et al., (2015, p.52), have a significant advantage when it comes to the utilisation of learning resources. Consequently, Belfield et al. (2015, p. 90) also add that evidence-based approaches positively impact the quality of programs that affect children’s health and well-being other than just the mentioned financial benefits. A point to note is that education-based interventions, which are evidence-based, help reduce the cost needed for improving, behaviour, education, and employment prospects for the children in the future (Belfield et al., 2015, p. 90).
Health and education are alternatively related so that one has to be both physically, mentally, and emotionally healthy. Therefore, connecting the health and well-being of the children in an education framework provides a higher possibility of improving their education performances among other significant aspects such as health and well-being. In comparison, setting educational policies to require all schools to promote children’s well-being and the responsibility to offer balanced, broad-based programs and meet their requirements. According to the UK’s Education Act of 2002 and the National curriculum of 2013, schools need to encourage mental, spiritual, cultural, moral, and physical progress of the children. Additionally, the curriculum and the Act also requires schools to prepare the children for responsibilities, opportunities, and experiences for their later lives.
The well-being of children is often influenced by several aspects such as emotional, financial, social, and physiological factors as they grow. The mentioned aspects significantly shape their daily lives as they are what if often experienced at different points of their lives daily. Accordingly, schools are critical places to shape the welfare of children. The well-being and health of children add to their capability to benefit from positive qualities of education and achieve full academic skills. Another point worth noting is that the well-being of all the children is of crucial concern, including those with special needs and the marginalised children (Appendix 3). A report of children’s health in England emphasised that the advancement of physical, mental, and financial well-being in schools constructs a virtuous cycle, strengthening children’s attainment. Buck, Hillman, and Castelli (2008, pp. 166-172), argue that academic success contributes to life satisfaction among the children and can also be linked to a higher level of adulthood well-being.
Similarly, the overall level of well-being among children significantly impacts their engagement and behaviour in schools and their capability to acquire academic competency (Appendix 1). Teachers and parents play a fundamental role in promoting well-being. Children under the care of their parents and childcare workers copy their behaviours that ultimately translate to the school environment. For instance, according to Bumbarger, Perkins, and Greenberg (2010, pp. 433-444), if children copy good behaviours, their overall well-being will be easily achieved. However, bad behaviours in schools delay the development of positive relational behaviours. This is to mean that when children have bad behaviour such as being rude to others or essentially the teacher, then it would be very hard for them to form good relations or interact. Another crucial point worth noting is that the overall outcome of children well-being benefits key stakeholders like teachers. They are likely to enhance their professionalism and advance their skill and competencies regarding professional development by basing on children needs and the way they should be cared for. Additionally, improved educational outcomes can be an incentive for the institutions to receive awards inform of monetary funding and equipment from the government because of exemplary performances.
In this regard, appropriate policy interventions should be put in place to address the standardised testing and datafication of children’s information as they are critical in determining the success of well-being programs (Appendix 2). Moreover, the mentioned aspect would be done by collecting all the necessary information concerning the children such as demographic data, behaviour and health. Standardised testing will ensure that all the children are treated in an equal manner. At the same time, datafication will foresee that the children’s relevant details are put in one place for easy evaluation when it comes to offering specialised care (Dooris and Barry, 2013, pp. 14-23). Consequently, to datafication, testing has often been perceived to increase the stress levels and, therefore, obstruct children’s well-being. Ultimately, teachers need to get to know children with regards to their backgrounds and needs to offer the care that is required for their well-being.
The social and physical environment in which the teachers and pupils spend most of their time often tend to have a significant impact on their social, emotional, and physical well-being in conjunction with their educational outcome. According to Duckworth and Seligman (2005, pp. 939-944), sustainable relationships between the children and teachers through intrapersonal interactions are essential in improving their well-being as it helps shape their behaviour through teacher guidance and counselling. On the other hand, demonstrating a sense of connection to an educational facility and a strong teacher-student relationship adds to the fact that some children like schools. Moreover, the level of satisfaction that they achieve from their schools as associated with academic performances. Pupil’s interaction and social relationships among themselves pass into indicators of successful academic achievements (Appendix 1).
In contrast to ethical behaviour, Durlak et al., (2008, pp. 405-432), assert that disruptive behaviours in the classroom affect academic performances. In my view, and from past experiences, bullying in schools is the most significant predictor of well-being. Bullying at the later stages of primary education has a close connection with weaker performances in secondary schools (Durlak et al., 2008, pp. 405-432). A sense of belonging is essentially crucial for any given child while in school. None the less, schools with lower levels of bullying will often give children a sense of belonging. Ultimately, it is essential to note that some educational facilities’ internal organisations may weaken the association of children and the sense of belonging (Ofsted, 2017, p. 24). For instance, the given bodies may decide on what the needs of then children are without essentially asking them what they would need to be improved or provided to them. Moreover, when the participation of children in decision-making practices is limited, they are likely to feel that they lack a sense of belonging within the school environment (Appendix 3). Limited student participation does not give room for inclusion; hence the sense of equity in the learning will be compromised.
The whole school approach emphasises the values of schools in promoting health and well-being as a significant portion of the school’s effective intervention (Appendix 1). According to the Department of education (2017, p. 12), adopting a whole-school response may positively impact on outcomes like physical activity, body mass, vegetable, and fruit intake. The implementation of a whole-school approach has been closely associated with the choice of food and pupils’ diet (Brooks, 2013, p. 52). It is a fundamental approach that goes outside the regular teaching and learning in the class to infuse all facets of school life; for example, some of the facets include environment and culture. Environment and culture foresee that teachers’ and students’ well-being are promoted through an informal and hidden curriculum, including school attitudes and values, leadership practices, and physical and social environment.
Moreover, the environment and culture in which teachers and children interact to determine how positive the outcome will be. For instance, if their environment of interaction is not conducive, then their well-being will be adversely impacted as opposed to a conducive environment. Ultimately, conducive environments also foster good attitudes and values among students and teachers.
Another facet is teaching and learning in which there is the use of evidence-based programs to establish the children’s knowledge, skill, and attitudes regarding well-being and health. Additionally, in terms of partnership with the families and communities, active engagement with the family and the general population is needed to promote continuous support of the well-being of children. Ultimately, concerning the given facets, health-promotion school strategies are utilised by some of the schools to interpret whole-school approaches in practice and enhance education and health outcomes of the pupils. The National Institute for Health and Care Excellence (NICE) of England has delivered guidelines for improving learners’ health and well-being (Early Education, 2012, p. 13).
Several related factors influence policy and procedures implemented in the school environment, including teacher training and support, leadership, management, and organisational capacity of the schools (Ipsos & Nairn, 2011, 56). Therefore, it is often vital to determine how the factors mentioned above associated with each other, including the features of the intervention, program recipient, systems and settings, and the implementer. The carrying out of whole-school policies and approach calls for more emphasis on the challenges and aspect that affects its implementation and adoption of the policies by schools. According to Jones and Bouffard (2012, pp. 3-22), it also requires the adoption of the discreet programs such as evidence-based programs instead of current practices to consider the entire school systems and effective means to reinforce the school capability as an environment for enhancing social and emotional well-being.
Although education is compulsory for every child in England, attention has been given to the early years’ school, going children over the last fifteen years. The UK Department for Education has the sole responsibility for overseeing the country’s education system with each education policy devolved to each separate country that makes up the UK. Additionally, it aims to offer a high-quality education that meets all stakeholders (OECD, 2020). The strategies involve adequately preparing children for the transition from each level of learning by prioritising skills that determine their success, assisting families with hours and costs of education, and developing the workforce to enhance learning outcomes. Also, policy action highlights the access and quality of education for disadvantaged children to improve their social mobility and well-being. According to Nielsen (2010, p. 43), the Children Act 2006 requires local authorities to offer early childhood education and early care services freely. The principal objective of the Act is to improve the well-being of young children and reduce inequality (Appendix 3).
The children Act of 2006 also requires that local authorities set aside places where the parents can work and participate in training programs to obtain sufficient work and income to facilitate the well-being of their children. Parents who have minimum income get the extra support that pays for childcare costs via universal and working tax credits (OECD, 2020, p. 5). The program has received a substantial intake with providers such as school-based providers, childminders, and group-based providers coming into effect. Furthermore, family income is improved (Appendix 1). None the less, the Childcare Act 2006 also supports the quality of early childhood education and care. Additionally, it sets out the goals and values of the education and care system and general standards required for the providers to support children’s learning and development.
Conclusion
During my school placements, I observed great practices implemented in school settings to support children’s well-being. The schools had many mindfulness and well-being assemblies discussing the significance of both children and teachers. Additionally, the schools also helped children form social bonds with other children and the teachers as a way of promoting their well-being by building their self-esteem. Consequently, the schools also worked towards implementing an evidence-based model of interaction towards supporting children’s well-being. Evidence-based intervention in schools can enhance the well-being of children in schools if effectively adopted and integrated within the school’s curriculum. It is the duty of all the stakeholders, including the government, educators, local authorities, and parents, to facilitate the implementation.
Despite the existing challenges, such as the availability of inadequate resources and funds, the practical policies that exist in most countries can guarantee children’s well-being in their earlier years of school. As mentioned in the paper, these benefits can translate into future prosperity during adulthood. Therefore, in this case, the current policies and procedures should be rooted in education policies and in school daily practices to guarantee that determining factors for progressive development in young people are effectively addressed. It will not only support the school’s environment but also empower young people to develop, grow, and flourish.
References
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Appendices
Appendix 1
A majority of children who live in the three countries confessed that having quality time with parents and close friends makes them happy (Ipsos, MORI & Nairn, 2011, pp12). In the UK, parents do not have adequate time with their children since they value spending more time at work than with their children (Bradshaw, 2016). Additionally, it was researched that in secondary school, children had less time for creative activities. In contrast, children from less earning families did not have many opportunities for the outdoor type of events. In the UK, parents think that their children’s welfare is based on the provision of material needs (Ipsos, MORI & Nairn, 2011, pp16). The society in the UK believes that children should find their own time to engage in childhood activities and experiences. Teachers should also embrace pedagogical approaches that promote social and economic inclusivity in classrooms (Ipsos, MORI & Nairn, 2011, pp18). Due to this perceived interaction, it is essential to adequately integrate the whole school approach to sufficiently care for the children’s needs. Although there have been challenges in implementing evidence-based practices, they have proven adequate in promoting adequate school-based programs.
Additionally, Ipsos and Nairn (2011, pp 3) argue that inequality is expanded in the UK. This is because children from affluent families engage in outdoor activities such as sports and recreational activities while Children from less well-off families only spend time watching movies or music indoors all day. In the UK, winning games by defeating others in a race or test made children happy while in Spain, children felt happy when pleasing their parents through excellent school performance. In Sweden, social creation and sports are not so essential as in the UK and Spain (Ipsos, MORI & Nairn, 2011, pp20). Income differences due to poverty and unemployment cause inequality, affecting parents’ ability to provide necessary materials for their children or take their children to better schools. The variation affects their children’s social status, making them get bullied (Adamson et al., 2007). According to Nielsen (2010), teachers should create an inclusive class to improve students’ welfare in school regardless of the difference in material ownership and family economic base.
Appendix 2
The impact of standardised testing has often been discussed on its implication on teaching and learning. Testing regularly contributes to a narrower curriculum and untimely test preparation practices. While the impacts of standardised testing have been of significant concern, its effects on the student’s emotional and physical well-being require extensive attention. Children often encounter higher levels of stress, from pressure related to admissions, parental, and peer pressures. In this regard, standardised testing adds to students’ stress that has worsened in recent years. Most educators and parents view testing as stressful and express concerns about its effects on students’ well-being. The high amount of time that children and students spend on these tests may increase the stress levels. Therefore, parents and teachers have identified interventions like the whole-school approach to avoid overemphasis on standardised testing, particularly by preventing messages that remind the children and students of their failures.
Emphasising in standardised testing leads to lower self-efficacy and anxiety. It means that the messages portrayed about the test carry significant weight. Designing systems to support children’s well-being has been a substantial concern in educational setups, particularly in the scope of health and wellness, with several government interventions to address the challenge. The relational complexity of living with robust data is, however, still a topic under discussion. Engagement with personal data has continuously been an essential element of adequately caring for children in schools. They have different characteristics based on social backgrounds, parental upbringing, and peer influence. Therefore, it means that the children and students will provide different data relating to their schools’ coping mechanisms. It will be a foundational ground for health experts and educators to introduce various wellness programs to enhance children’s well-being. Storing data on well-being can help diagnose other illnesses, prevent diseases, and stimulate positive educational outcomes. Moreover, future diagnostics will be easily achieved when data is adequately stored, thus enhancing the overall well-being into adulthood.
Appendix 3
Designing systems to support the social context of personal
data is a topic of importance in CSCW, particularly in the
area of health and wellness. The relational complexities and
psychological consequences of living with health data,
however, they are still emerging. Drawing on a 12+ month
ethnography and corroborating survey data, we detail the
experiences of parents using Nightscout—an open-source,
DIY system for remotely monitoring blood glucose data—
with their children who have type one diabetes. Managing
diabetes with Nightscout is a profoundly relational and (at
times) contested activity for parent-caregivers, whose
practices reveal the tensions and vulnerabilities of
caregiving work enacted through data. As engagement with
personal data becomes an increasingly powerful way people
experience life, our findings call for alternative data
narratives that reflect a multiplicity of emotional concerns
and social arrangements. We propose the analytic lens of
caring-through-data as a way forward
Designing systems to support the social context of personal
data is a topic of importance in CSCW, particularly in the
area of health and wellness. The relational complexities and
psychological consequences of living with health data,
however, they are still emerging. Drawing on a 12+ month
ethnography and corroborating survey data, we detail the
experiences of parents using Nightscout—an open-source,
DIY system for remotely monitoring blood glucose data—
with their children who have type one diabetes. Managing
diabetes with Nightscout is a profoundly relational and (at
times) contested activity for parent-caregivers, whose
practices reveal the tensions and vulnerabilities of
caregiving work enacted through data. As engagement with
personal data becomes an increasingly powerful way people
experience life, our findings call for alternative data
narratives that reflect a multiplicity of emotional concerns
and social arrangements. We propose an
Appendix 3
The inclusive classroom concept has moved from a minor concern of persons with special education (SEN) to all people at risk of exclusion from the society and marginalisation. Legislation regarding inclusion in class is a common concern currently across most governments. Also, the adoption of evidence-based practices has been an issue under critical debate currently. However, the implementation of such policies and procedures still face barriers. Learning has improved as a result of policy and reforms on this categorisation of the population creating more chances of interaction and reducing occurrences of negative activities such as bullying. It is important to note that standardised testing is different for the SEN population. However, they still face similar challenges as the average population regarding stress and anxiety about the consequences of failure. Policy interventions to address active learning and promote well-being are hence advocated. Moreover, ratification is essential to identify the needs of the children and students concisely, thereby enhancing their well-being. It is because some children like the disabled and needy require more attention than normal children.