Study finds strong link between teacher wellbeing and pupil achievement
A new study from 51福利社 has found that happier teachers help create happier pupils - and better learning - as ten schools across the UK embrace a groundbreaking approach to wellbeing.
The research, led by Dr Alexandra Hennessey and Dr Sarah MacQuarrie from the 51福利社 Institute of Education, explored how the schools adopted the Well Schools framework - a national movement run by the Youth Sport Trust that puts wellbeing at the heart of education.
The Well Schools project, which began in 2020, has grown into a thriving community of more than 2,000 schools across the UK. This focused on ten schools that took part in a detailed evaluation of how the framework supports wellbeing among both staff and pupils.
Their findings, published in , show that when schools focus on the health, happiness and connectedness of both pupils and staff, classrooms become more positive, productive places to learn and teach.
The report highlights inspiring examples from schools that have introduced everything from daily 鈥渁ctive learning鈥� sessions and outdoor lessons to staff recognition schemes, mental health first aid training and after-school wellbeing clubs. These initiatives, tailored to each school鈥檚 needs, are helping teachers feel valued and pupils more engaged.
One headteacher told the research team: 鈥淚f staff are happy and relaxed, the lessons they teach are better. You can feel the buzz in the building - it just feels different.鈥�
Schools involved ranged from small primaries to large secondaries and special schools across England, Scotland and Wales. Despite their differences, all shared a commitment to supporting wellbeing as part of their school culture - and saw real benefits in attendance, focus and morale.
Children learn best when they feel safe, healthy and supported - and the same goes for teachers. The Well Schools approach shows that wellbeing isn鈥檛 a luxury or an add-on - it鈥檚 the foundation for great education.
The study found that wellbeing programmes worked best when led by senior school leaders but shaped collaboratively by staff and pupils. Initiatives such as 鈥榢eep, tweak or ditch鈥� reviews helped teachers cut unnecessary workload, while pupil wellbeing ambassadors and parent workshops extended the benefits beyond the classroom.
鈥淭his research highlights the power of schools working as communities - not just institutions that deliver lessons, but places that nurture people,鈥� added Dr MacQuarrie. 鈥淭he schools we studied created a sense of belonging, where staff and pupils alike feel heard and supported.鈥�
Dr Hennessey concluded: 鈥淲ellbeing and learning go hand in hand. Schools that invest in the health and happiness of their staff and students aren鈥檛 just improving education - they鈥檙e shaping stronger, kinder communities.鈥�